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 et/ou numérique 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 et/ou numérique] / 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: 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-6 (June 2007) . - p.609–618 Titre : Children at family risk of dyslexia: a follow-up in early adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Julia M. CARROLL, Auteur ; Valerie MUTER, Auteur Année de publication : 2007 Article en page(s) : p.609–618 Langues : Anglais (eng) Mots-clés : Dyslexia reading-difficulties risk-factors environment adolescence Index. décimale : PER Périodiques Résumé : This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000). Methods: Fifty young people with a family history of dyslexia and 20 young people from control families were assessed at 12–13 years on a battery of tests of literacy and language skills, and they completed questionnaires tapping self-perception and print exposure. One parent from each family participated in an interview documenting family circumstances (including family literacy) and a range of environmental variables considered likely correlates of reading disability. They also rated their child's behavioural and emotional adjustment and their own health and well-being. Parental literacy levels were also measured. Results: Forty-two per cent of the ‘at-risk’ sample had reading and spelling impairments. A significant proportion of the literacy-impaired group were affected by behavioural and emotional difficulties, although they were not low in terms of global self-esteem. The children in the at-risk subgroup who did not fulfil criteria for literacy impairment showed weak orthographic skills in adolescence and their reading was not fluent. There were no differences in the literacy levels or activities of the parents of impaired and unimpaired at-risk children, and no significant correlation between parent and child reading levels in the at-risk group. The impaired group read less than the other groups, their reading difficulties impacted learning at school and there was evidence that they also had an impact on family life and maternal well-being. Conclusions: The literacy difficulties of children at family-risk of dyslexia were longstanding and there was no evidence of catch-up in these skills between 8 and 13 years. The findings point to the role of gene–environment correlation in the determination of dyslexia. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01725.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Children at family risk of dyslexia: a follow-up in early adolescence [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Julia M. CARROLL, Auteur ; Valerie MUTER, Auteur . - 2007 . - p.609–618. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-6 (June 2007) . - p.609–618 Mots-clés : Dyslexia reading-difficulties risk-factors environment adolescence Index. décimale : PER Périodiques Résumé : This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000). Methods: Fifty young people with a family history of dyslexia and 20 young people from control families were assessed at 12–13 years on a battery of tests of literacy and language skills, and they completed questionnaires tapping self-perception and print exposure. One parent from each family participated in an interview documenting family circumstances (including family literacy) and a range of environmental variables considered likely correlates of reading disability. They also rated their child's behavioural and emotional adjustment and their own health and well-being. Parental literacy levels were also measured. Results: Forty-two per cent of the ‘at-risk’ sample had reading and spelling impairments. A significant proportion of the literacy-impaired group were affected by behavioural and emotional difficulties, although they were not low in terms of global self-esteem. The children in the at-risk subgroup who did not fulfil criteria for literacy impairment showed weak orthographic skills in adolescence and their reading was not fluent. There were no differences in the literacy levels or activities of the parents of impaired and unimpaired at-risk children, and no significant correlation between parent and child reading levels in the at-risk group. The impaired group read less than the other groups, their reading difficulties impacted learning at school and there was evidence that they also had an impact on family life and maternal well-being. Conclusions: The literacy difficulties of children at family-risk of dyslexia were longstanding and there was no evidence of catch-up in these skills between 8 and 13 years. The findings point to the role of gene–environment correlation in the determination of dyslexia. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01725.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

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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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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Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)  

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Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial / Peter J. HATCHER in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

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Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention / Claudine BOWYER-CRANE in Journal of Child Psychology and Psychiatry, 49-4 (April 2008)  

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