Code-related literacy profiles of kindergarten students with autism / E. J. SOLARI in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.230-242 Titre : Code-related literacy profiles of kindergarten students with autism Type de document : Texte imprimé et/ou numérique Auteurs : E. J. SOLARI, Auteur ; A. R. HENRY, Auteur ; R. P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; A. MCGINTY, Auteur Article en page(s) : p.230-242 Langues : Anglais (eng) Mots-clés : cognition (attention, learning, memory)  communication and language  education services  school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Code-related literacy profiles of kindergarten students with autism [Texte imprimé et/ou numérique] / E. J. SOLARI, Auteur ; A. R. HENRY, Auteur ; R. P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; A. MCGINTY, Auteur . - p.230-242. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.230-242 Mots-clés : cognition (attention, learning, memory)  communication and language  education services  school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children / R. P. GRIMM in Autism Research, 11-4 (April 2018)  

Public ISBD [article]  inAutism Research > 11-4 (April 2018) . - p.624-635 Titre : Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : R. P. GRIMM, Auteur ; E. J. SOLARI, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.624-635 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comprehension  linguistic  reading comprehension  reading development  reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children [Texte imprimé et/ou numérique] / R. P. GRIMM, Auteur ; E. J. SOLARI, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.624-635. Langues : Anglais (eng) in Autism Research > 11-4 (April 2018) . - p.624-635 Mots-clés : autism spectrum disorder  comprehension  linguistic  reading comprehension  reading development  reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

Longitudinal stability of reading profiles in individuals with higher functioning autism / E. J. SOLARI in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.1911-1926 Titre : Longitudinal stability of reading profiles in individuals with higher functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : E. J. SOLARI, Auteur ; R. P. GRIMM, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.1911-1926 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  reading profiles Index. décimale : PER Périodiques Résumé : The reading difficulties of individuals with autism spectrum disorders have been established in the literature, with particular attention drawn toward reading comprehension difficulties. Recent papers have highlighted the heterogeneous nature of reading abilities in this population by utilizing statistical methods that allow for investigations of unique reading profiles. This article extends this literature by investigating reading profiles longitudinally, to investigate the stability of reader profiles across time. Latent profile and transition analyses were conducted to establish categorically distinct reading profiles at two time points, 30 months apart. This study also examined whether age and autism symptom severity were related to the profiles at each time point. Finally, transitions between profiles at each time point were identified. Age did not predict profile membership, but there were significant differences in symptom severity that were largely stable over time. Results indicate that heterogeneous reading profiles exist within the autism population, ranging from average reading ability to severe difficulties across different reading subskills. The data from this study demonstrate that reading profiles of children and adolescents with autism spectrum disorders shift when examined across time. En ligne : http://dx.doi.org/10.1177/1362361318812423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Longitudinal stability of reading profiles in individuals with higher functioning autism [Texte imprimé et/ou numérique] / E. J. SOLARI, Auteur ; R. P. GRIMM, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.1911-1926. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.1911-1926 Mots-clés : autism spectrum disorders  reading profiles Index. décimale : PER Périodiques Résumé : The reading difficulties of individuals with autism spectrum disorders have been established in the literature, with particular attention drawn toward reading comprehension difficulties. Recent papers have highlighted the heterogeneous nature of reading abilities in this population by utilizing statistical methods that allow for investigations of unique reading profiles. This article extends this literature by investigating reading profiles longitudinally, to investigate the stability of reader profiles across time. Latent profile and transition analyses were conducted to establish categorically distinct reading profiles at two time points, 30 months apart. This study also examined whether age and autism symptom severity were related to the profiles at each time point. Finally, transitions between profiles at each time point were identified. Age did not predict profile membership, but there were significant differences in symptom severity that were largely stable over time. Results indicate that heterogeneous reading profiles exist within the autism population, ranging from average reading ability to severe difficulties across different reading subskills. The data from this study demonstrate that reading profiles of children and adolescents with autism spectrum disorders shift when examined across time. En ligne : http://dx.doi.org/10.1177/1362361318812423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

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