Accessing and selecting word meaning in autism spectrum disorder / Lynnette M. HENDERSON in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.964-973 Titre : Accessing and selecting word meaning in autism spectrum disorder Type de document : texte imprimé Auteurs : Lynnette M. HENDERSON, Auteur ; Paula J. CLARKE, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2011 Article en page(s) : p.964-973 Langues : Anglais (eng) Mots-clés : Language comprehension  ambiguity resolution  semantic priming  homonyms  poor comprehenders Index. décimale : PER Périodiques Résumé : Background:  Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit. Methods:  The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms. Results:  When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming. Conclusions:  Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02393.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Accessing and selecting word meaning in autism spectrum disorder [texte imprimé] / Lynnette M. HENDERSON, Auteur ; Paula J. CLARKE, Auteur ; Margaret J. SNOWLING, Auteur . - 2011 . - p.964-973. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.964-973 Mots-clés : Language comprehension  ambiguity resolution  semantic priming  homonyms  poor comprehenders Index. décimale : PER Périodiques Résumé : Background:  Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit. Methods:  The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms. Results:  When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming. Conclusions:  Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02393.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.635-653 Titre : Annual Research Review: Reading disorders revisited - the critical importance of oral language Type de document : texte imprimé Auteurs : Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.635-653 Langues : Anglais (eng) Mots-clés : Dyslexia  comorbidity  multiple risks  reading comprehension  reading disorders Index. décimale : PER Périodiques Résumé : This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.13324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Annual Research Review: Reading disorders revisited - the critical importance of oral language [texte imprimé] / Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.635-653. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.635-653 Mots-clés : Dyslexia  comorbidity  multiple risks  reading comprehension  reading disorders Index. décimale : PER Périodiques Résumé : This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.13324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.593-607 Titre : Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 Type de document : texte imprimé Auteurs : Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2012 Article en page(s) : p.593-607 Langues : Anglais (eng) Mots-clés : Reading disorders  language disorders  dyslexia  reading comprehension impairment  intervention Index. décimale : PER Périodiques Résumé : This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02495.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 [texte imprimé] / Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2012 . - p.593-607. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.593-607 Mots-clés : Reading disorders  language disorders  dyslexia  reading comprehension impairment  intervention Index. décimale : PER Périodiques Résumé : This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02495.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Changing concepts of dyslexia: nature, treatment and comorbidity / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p. e1-e3 Titre : Changing concepts of dyslexia: nature, treatment and comorbidity Type de document : texte imprimé Auteurs : Margaret J. SNOWLING, Auteur Année de publication : 2012 Article en page(s) : p. e1-e3 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02197.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Changing concepts of dyslexia: nature, treatment and comorbidity [texte imprimé] / Margaret J. SNOWLING, Auteur . - 2012 . - p. e1-e3. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p. e1-e3 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02197.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia / Julia DILNOT in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.235-244 Titre : Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia Type de document : texte imprimé Auteurs : Julia DILNOT, Auteur ; Lorna HAMILTON, Auteur ; Barbara MAUGHAN, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.235-244 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractWe investigate the role of distal, proximal, and child risk factors as predictors of reading readiness and attention and behavior in children at risk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses, and child health via interviews and questionnaires. Assessments of children's reading-related skills, behavior, and attention were used to define their readiness for learning at school entry. Children at family risk of dyslexia and children with preschool language difficulties experienced more environmental adversities and health risks than controls. The risks associated with family risk of dyslexia and with language status were additive. Both home literacy environment and child health predicted reading readiness while home literacy environment and family stresses predicted attention and behavior. Family risk of dyslexia did not predict readiness to learn once other risks were controlled and so seems likely to be best conceptualized as representing gene–environment correlations. Pooling across risks defined a cumulative risk index, which was a significant predictor of reading readiness and, together with nonverbal ability, accounted for 31% of the variance between children. En ligne : http://dx.doi.org/10.1017/s0954579416000134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia [texte imprimé] / Julia DILNOT, Auteur ; Lorna HAMILTON, Auteur ; Barbara MAUGHAN, Auteur ; Margaret J. SNOWLING, Auteur . - p.235-244. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.235-244 Index. décimale : PER Périodiques Résumé : AbstractWe investigate the role of distal, proximal, and child risk factors as predictors of reading readiness and attention and behavior in children at risk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses, and child health via interviews and questionnaires. Assessments of children's reading-related skills, behavior, and attention were used to define their readiness for learning at school entry. Children at family risk of dyslexia and children with preschool language difficulties experienced more environmental adversities and health risks than controls. The risks associated with family risk of dyslexia and with language status were additive. Both home literacy environment and child health predicted reading readiness while home literacy environment and family stresses predicted attention and behavior. Family risk of dyslexia did not predict readiness to learn once other risks were controlled and so seems likely to be best conceptualized as representing gene–environment correlations. Pooling across risks defined a cumulative risk index, which was a significant predictor of reading readiness and, together with nonverbal ability, accounted for 31% of the variance between children. En ligne : http://dx.doi.org/10.1017/s0954579416000134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Children at family risk of dyslexia: a follow-up in early adolescence / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 48-6 (June 2007)  

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Comorbidities in preschool children at family risk of dyslexia / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)  

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Developmental dyslexia: predicting individual risk / Paul A. THOMPSON in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

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Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)  

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Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / Gillian WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

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Editorial: Beyond diagnosis – taking a 'global'view of research and practice / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)  

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Editorial: Multiple perspectives on ADHD: implications for future research / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)  

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Editorial: Seeking a new characterisation of learning / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

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Editorial: What’s behind sibling rivalry: checks and balances in the sibling relationship / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 52-6 (June 2011)  

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Efficacy of language intervention in the early years / Silke FRICKE in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)  

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