Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum / Meghan M. DAVIDSON in Journal of Autism and Developmental Disorders, 44-4 (April 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.828-845 Titre : Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Année de publication : 2014 Article en page(s) : p.828-845 Langues : Anglais (eng) Mots-clés : Emergent literacy  Reading  Language  Comprehension  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62 % of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1936-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur . - 2014 . - p.828-845. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.828-845 Mots-clés : Emergent literacy  Reading  Language  Comprehension  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62 % of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1936-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

A Discrepancy in Comprehension and Production in Early Language Development in ASD: Is it Clinically Relevant? / Meghan M. DAVIDSON in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2163-2175 Titre : A Discrepancy in Comprehension and Production in Early Language Development in ASD: Is it Clinically Relevant? Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2163-2175 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehension  Production  Language  Late talker Index. décimale : PER Périodiques Résumé : This study examined the extent to which a discrepant comprehension-production profile (i.e., relatively more delayed comprehension than production) is characteristic of the early language phenotype in autism spectrum disorders (ASD) and tracked the developmental progression of the profile. Our findings indicated that a discrepant comprehension-production profile distinguished toddlers (30 months) with ASD from late talkers without ASD (91% sensitivity, 100% specificity) in groups that were comparable on expressive language, age, and socioeconomic status. Longitudinal data for children with ASD revealed that the discrepant profile steadily decreased from 30 to 44 months until there was no significant comprehension-production difference at 66 months. In conclusion, results suggest that lower comprehension than production may be an age-specific marker of toddlers with ASD. En ligne : https://doi.org/10.1007/s10803-017-3135-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] A Discrepancy in Comprehension and Production in Early Language Development in ASD: Is it Clinically Relevant? [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2163-2175. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2163-2175 Mots-clés : Autism spectrum disorder  Comprehension  Production  Language  Late talker Index. décimale : PER Périodiques Résumé : This study examined the extent to which a discrepant comprehension-production profile (i.e., relatively more delayed comprehension than production) is characteristic of the early language phenotype in autism spectrum disorders (ASD) and tracked the developmental progression of the profile. Our findings indicated that a discrepant comprehension-production profile distinguished toddlers (30 months) with ASD from late talkers without ASD (91% sensitivity, 100% specificity) in groups that were comparable on expressive language, age, and socioeconomic status. Longitudinal data for children with ASD revealed that the discrepant profile steadily decreased from 30 to 44 months until there was no significant comprehension-production difference at 66 months. In conclusion, results suggest that lower comprehension than production may be an age-specific marker of toddlers with ASD. En ligne : https://doi.org/10.1007/s10803-017-3135-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background & aimsAnecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder?s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities.MethodChildren (ages 8?14 years, M=10.89, SD=1.17) with autism spectrum disorder diagnoses (n=19) and typically developing peers (n=21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children?s current favorite book, and from these responses, we coded children?s fiction versus non-fiction book preferences.Main contributionContrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children?s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed.ConclusionsThis study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children?s comprehension and support the theoretical role of social communication knowledge in narrative/fiction.ImplicationsIt should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction. En ligne : https://doi.org/10.1177/2396941518806109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background & aimsAnecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder?s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities.MethodChildren (ages 8?14 years, M=10.89, SD=1.17) with autism spectrum disorder diagnoses (n=19) and typically developing peers (n=21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children?s current favorite book, and from these responses, we coded children?s fiction versus non-fiction book preferences.Main contributionContrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children?s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed.ConclusionsThis study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children?s comprehension and support the theoretical role of social communication knowledge in narrative/fiction.ImplicationsIt should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction. En ligne : https://doi.org/10.1177/2396941518806109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism Research, 10-12 (December 2017)  

Public ISBD [article]  inAutism Research > 10-12 (December 2017) . - p.2002-2022 Titre : Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2002-2022 Langues : Anglais (eng) Mots-clés : ASD  reading  comprehension  weak central coherence  oral language  semantics  eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323 [article] Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2002-2022. Langues : Anglais (eng) in Autism Research > 10-12 (December 2017) . - p.2002-2022 Mots-clés : ASD  reading  comprehension  weak central coherence  oral language  semantics  eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323

Story Comprehension Monitoring Across Visual, Listening, and Written Modalities in Children with and Without Autism Spectrum Disorder / Meghan M. DAVIDSON in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.1-24 Titre : Story Comprehension Monitoring Across Visual, Listening, and Written Modalities in Children with and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Kandace K. FLEMING, Auteur Article en page(s) : p.1-24 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Visual, as compared to verbal, tasks are often assumed to be easier for individuals with autism spectrum disorder (ASD), but is this true for story comprehension? This study evaluated story comprehension monitoring across visual, listening, and written modalities and assessed predictors in two closely matched groups (age, socioeconomic status, language, nonverbal cognition, and word reading) of children and adolescents (8 “14 years) with ASD (n=20) and typical development (typically developing [TD]; n=20). The results of mixed-effects models indicated that story comprehension monitoring was low overall, and performance was comparable across visual, listening, and written modalities for participants with ASD. Age, vocabulary, nonverbal working memory, response and distractor inhibition, and social communication significantly predicted comprehension monitoring. En ligne : https://doi.org/10.1007/s10803-021-05418-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Story Comprehension Monitoring Across Visual, Listening, and Written Modalities in Children with and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Kandace K. FLEMING, Auteur . - p.1-24. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.1-24 Index. décimale : PER Périodiques Résumé : Visual, as compared to verbal, tasks are often assumed to be easier for individuals with autism spectrum disorder (ASD), but is this true for story comprehension? This study evaluated story comprehension monitoring across visual, listening, and written modalities and assessed predictors in two closely matched groups (age, socioeconomic status, language, nonverbal cognition, and word reading) of children and adolescents (8 “14 years) with ASD (n=20) and typical development (typically developing [TD]; n=20). The results of mixed-effects models indicated that story comprehension monitoring was low overall, and performance was comparable across visual, listening, and written modalities for participants with ASD. Age, vocabulary, nonverbal working memory, response and distractor inhibition, and social communication significantly predicted comprehension monitoring. En ligne : https://doi.org/10.1007/s10803-021-05418-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

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