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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Titre : Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur Année de publication : 2006 Article en page(s) : p.820–827 Langues : Anglais (eng) Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768 [article] Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial [Texte imprimé et/ou numérique] / Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur . - 2006 . - p.820–827. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768

Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders / Barry WRIGHT in Autism, 12-6 (November 2008)  

Public ISBD [article]  inAutism > 12-6 (November 2008) . - p.607-626 Titre : Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2008 Article en page(s) : p.607-626 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur . - 2008 . - p.607-626. Langues : Anglais (eng) in Autism > 12-6 (November 2008) . - p.607-626 Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.422-432 Titre : Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention Type de document : Texte imprimé et/ou numérique Auteurs : Claudine BOWYER-CRANE, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Fiona J. DUFF, Auteur ; Elizabeth FIELDSEND, Auteur ; Kristina GOTZ, Auteur Année de publication : 2008 Article en page(s) : p.422-432 Langues : Anglais (eng) Mots-clés : Early-intervention oral-language phonological-awareness early-literacy RCT Index. décimale : PER Périodiques Résumé : Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. Results: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Conclusions: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention [Texte imprimé et/ou numérique] / Claudine BOWYER-CRANE, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Fiona J. DUFF, Auteur ; Elizabeth FIELDSEND, Auteur ; Kristina GOTZ, Auteur . - 2008 . - p.422-432. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.422-432 Mots-clés : Early-intervention oral-language phonological-awareness early-literacy RCT Index. décimale : PER Périodiques Résumé : Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. Results: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Conclusions: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial / Barry WRIGHT in Journal of Autism and Developmental Disorders, 41-2 (February 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.175-184 Titre : Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; David SIMS, Auteur ; Siobhan SMART, Auteur ; Ahmed ALWAZEER, Auteur ; Ben ALDERSON-DAY, Auteur ; Victoria ALLGAR, Auteur ; Clare WHITTON, Auteur ; Heather TOMLINSON, Auteur ; Sophie D. BENNETT, Auteur ; Jenni JARDINE, Auteur ; Nicola MCAFFREY, Auteur ; Charlotte LEYLAND, Auteur ; Christine JAKEMAN, Auteur ; Jeremy N.V. MILES, Auteur Année de publication : 2011 Article en page(s) : p.175-184 Langues : Anglais (eng) Mots-clés : Melatonin  Sleep  Autism spectrum disorders  Dysomnia Index. décimale : PER Périodiques Résumé : Twenty-two children with autism spectrum disorders who had not responded to supported behaviour management strategies for severe dysomnias entered a double blind, randomised, controlled crossover trial involving 3 months of placebo versus 3 months of melatonin to a maximum dose of 10 mg. 17 children completed the study. There were no significant differences between sleep variables at baseline. Melatonin significantly improved sleep latency (by an average of 47 min) and total sleep (by an average of 52 min) compared to placebo, but not number of night wakenings. The side effect profile was low and not significantly different between the two arms. En ligne : http://dx.doi.org/10.1007/s10803-010-1036-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; David SIMS, Auteur ; Siobhan SMART, Auteur ; Ahmed ALWAZEER, Auteur ; Ben ALDERSON-DAY, Auteur ; Victoria ALLGAR, Auteur ; Clare WHITTON, Auteur ; Heather TOMLINSON, Auteur ; Sophie D. BENNETT, Auteur ; Jenni JARDINE, Auteur ; Nicola MCAFFREY, Auteur ; Charlotte LEYLAND, Auteur ; Christine JAKEMAN, Auteur ; Jeremy N.V. MILES, Auteur . - 2011 . - p.175-184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.175-184 Mots-clés : Melatonin  Sleep  Autism spectrum disorders  Dysomnia Index. décimale : PER Périodiques Résumé : Twenty-two children with autism spectrum disorders who had not responded to supported behaviour management strategies for severe dysomnias entered a double blind, randomised, controlled crossover trial involving 3 months of placebo versus 3 months of melatonin to a maximum dose of 10 mg. 17 children completed the study. There were no significant differences between sleep variables at baseline. Melatonin significantly improved sleep latency (by an average of 47 min) and total sleep (by an average of 52 min) compared to placebo, but not number of night wakenings. The side effect profile was low and not significantly different between the two arms. En ligne : http://dx.doi.org/10.1007/s10803-010-1036-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

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