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The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)
[article]
Titre : The relation between text reading fluency and reading comprehension for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.8-19 Langues : Anglais (eng) Mots-clés : Higher functioning autism Reading comprehension Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19[article] The relation between text reading fluency and reading comprehension for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.8-19.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19
Mots-clés : Higher functioning autism Reading comprehension Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Effects of fluency instruction on selection-based and topography-based comprehension measures / Clarissa S. BARNES in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : Effects of fluency instruction on selection-based and topography-based comprehension measures Type de document : Texte imprimé et/ou numérique Auteurs : Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur Article en page(s) : p.639-647 Langues : Anglais (eng) Mots-clés : Reading fluency Reading comprehension Topography-based verbal behavior Selection-based verbal behavior Index. décimale : PER Périodiques Résumé : A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.639-647[article] Effects of fluency instruction on selection-based and topography-based comprehension measures [Texte imprimé et/ou numérique] / Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur . - p.639-647.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.639-647
Mots-clés : Reading fluency Reading comprehension Topography-based verbal behavior Selection-based verbal behavior Index. décimale : PER Périodiques Résumé : A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Patterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)
[article]
Titre : Patterns of math and reading achievement in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : 101933 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Academic achievement Hierarchical cluster analysis Math achievement Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101933[article] Patterns of math and reading achievement in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur . - 101933.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101933
Mots-clés : Autism spectrum disorder Academic achievement Hierarchical cluster analysis Math achievement Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459