191 recherche sur le mot-clé 'Reading-habit'

Influence of reading habits on line bisection / Sylvie CHOKRON in Cognitive Brain Research, 1-4 (December 1993)

Public ISBD [article]  inCognitive Brain Research > 1-4 (December 1993) . - p.219-222 Titre : Influence of reading habits on line bisection Type de document : texte imprimé Auteurs : Sylvie CHOKRON, Auteur ; Michel IMBERT, Auteur Année de publication : 1993 Article en page(s) : p.219-222 Langues : Anglais (eng) Mots-clés : Reading-habit Line-bisection Hemispheric-activation Neglect-syndrome Index. décimale : PER Périodiques Résumé : The effect of scanning direction on perception of space is studied with a visuo-motor bisection task, among 120 normal dextrals with opposite reading habits (60 French subjects, 60 Israeli subjects). Bisection is found to depend upon subject's reading habits. Israeli bisected the line to the right of the objective centre, while French subjects placed their subjective middle to the left of the objective one. Results are discussed with respect to hemispheric activation theories, directional hypotheses and the neglect syndrome. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=782 [article] Influence of reading habits on line bisection [texte imprimé] / Sylvie CHOKRON, Auteur ; Michel IMBERT, Auteur . - 1993 . - p.219-222. Langues : Anglais (eng) in Cognitive Brain Research > 1-4 (December 1993) . - p.219-222 Mots-clés : Reading-habit Line-bisection Hemispheric-activation Neglect-syndrome Index. décimale : PER Périodiques Résumé : The effect of scanning direction on perception of space is studied with a visuo-motor bisection task, among 120 normal dextrals with opposite reading habits (60 French subjects, 60 Israeli subjects). Bisection is found to depend upon subject's reading habits. Israeli bisected the line to the right of the objective centre, while French subjects placed their subjective middle to the left of the objective one. Results are discussed with respect to hemispheric activation theories, directional hypotheses and the neglect syndrome. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=782

Academic skills in children with autism spectrum disorders with monolingual or bilingual experience / Sandra B. VANEGAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Academic skills in children with autism spectrum disorders with monolingual or bilingual experience Type de document : texte imprimé Auteurs : Sandra B. VANEGAS, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  bilingualism  reading  literacy  education Index. décimale : PER Périodiques Résumé : Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n = 18) or bilingual language experience (n = 13). Results : Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed. En ligne : https://doi.org/10.1177/2396941519888170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Academic skills in children with autism spectrum disorders with monolingual or bilingual experience [texte imprimé] / Sandra B. VANEGAS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorders  bilingualism  reading  literacy  education Index. décimale : PER Périodiques Résumé : Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n = 18) or bilingual language experience (n = 13). Results : Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed. En ligne : https://doi.org/10.1177/2396941519888170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Adapted shared reading at school for minimally verbal students with autism / Charlotte A. MUCCHETTI in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.358-372 Titre : Adapted shared reading at school for minimally verbal students with autism Type de document : texte imprimé Auteurs : Charlotte A. MUCCHETTI, Auteur Article en page(s) : p.358-372 Langues : Anglais (eng) Mots-clés : autism  engagement  literacy  school-based intervention  shared reading  single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Adapted shared reading at school for minimally verbal students with autism [texte imprimé] / Charlotte A. MUCCHETTI, Auteur . - p.358-372. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.358-372 Mots-clés : autism  engagement  literacy  school-based intervention  shared reading  single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings / Andrea N. GOLLOHER in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.35-46 Titre : Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings Type de document : texte imprimé Auteurs : Andrea N. GOLLOHER, Auteur Article en page(s) : p.35-46 Langues : Anglais (eng) Mots-clés : elementary,age,preschool,autism spectrum disorders,storybook,reading,literacy,training,parent Index. décimale : PER Périodiques Résumé : This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation indicate that the children with ASD demonstrated improvements in engagement in shared reading and these improvements generalized to shared reading with the children’s parents. En ligne : https://doi.org/10.1177/1088357616681281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings [texte imprimé] / Andrea N. GOLLOHER, Auteur . - p.35-46. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.35-46 Mots-clés : elementary,age,preschool,autism spectrum disorders,storybook,reading,literacy,training,parent Index. décimale : PER Périodiques Résumé : This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation indicate that the children with ASD demonstrated improvements in engagement in shared reading and these improvements generalized to shared reading with the children’s parents. En ligne : https://doi.org/10.1177/1088357616681281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ / Celeste H.M. CHEUNG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873 Titre : Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ Type de document : texte imprimé Auteurs : Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur Année de publication : 2012 Article en page(s) : p.864-873 Langues : Anglais (eng) Mots-clés : ADHD  reading difficulties  IQ  familial  sibling-pair  comorbidity Index. décimale : PER Périodiques Résumé : Background:  Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods:  Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results:  Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions:  Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ [texte imprimé] / Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur . - 2012 . - p.864-873. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873 Mots-clés : ADHD  reading difficulties  IQ  familial  sibling-pair  comorbidity Index. décimale : PER Périodiques Résumé : Background:  Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods:  Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results:  Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions:  Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

An analysis of reading abilities in children with autism spectrum disorders / Amanda NALLY in Research in Autism Spectrum Disorders, 47 (March 2018)  

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Annotation: Tourette syndrome: a relentless drumbeat – driven by misguided brain oscillations / James F. LECKMAN in Journal of Child Psychology and Psychiatry, 47-6 (June 2006)  

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Annual Research Review: Reading disorders revisited - the critical importance of oral language / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)  

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Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 53-5 (May 2012)  

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Applying a network framework to the neurobiology of reading and dyslexia / Stephen K. BAILEY in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)  

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