Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1613 Titre : Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1613 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04688-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1613. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1613 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-020-04688-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1652-1672 Titre : Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1652-1672 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Language Disorders  Reading  Autism Spectrum Disorder  Hyperlexia  Intervention  Reading comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and hyperlexia (HPL) have both advanced word reading skills and a reading comprehension disorder, alongside impaired oral language. We developed a unique, parent-supported, tablet-based intervention aiming to improve oral and reading comprehension at the word-, phrase- and sentence-level, for preschoolers with ASD and hyperlexia (ASD?+?HPL). English-speaking preschoolers (N=30) with ASD?+?HPL (N=8), ASD without HPL (N=7) and typical development (N=15) underwent a 6-week no-intervention period followed by a 6-week intervention period. Findings revealed a significant increase in reading comprehension scores for the group with ASD?+?HPL as compared to the TD group (p=.023). Gains were also found for receptive but not expressive language for all groups. Implications for early intervention for preschoolers with ASD?+?HPL are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05057-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1652-1672. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1652-1672 Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Language Disorders  Reading  Autism Spectrum Disorder  Hyperlexia  Intervention  Reading comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and hyperlexia (HPL) have both advanced word reading skills and a reading comprehension disorder, alongside impaired oral language. We developed a unique, parent-supported, tablet-based intervention aiming to improve oral and reading comprehension at the word-, phrase- and sentence-level, for preschoolers with ASD and hyperlexia (ASD?+?HPL). English-speaking preschoolers (N=30) with ASD?+?HPL (N=8), ASD without HPL (N=7) and typical development (N=15) underwent a 6-week no-intervention period followed by a 6-week intervention period. Findings revealed a significant increase in reading comprehension scores for the group with ASD?+?HPL as compared to the TD group (p=.023). Gains were also found for receptive but not expressive language for all groups. Implications for early intervention for preschoolers with ASD?+?HPL are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05057-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612 Titre : Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : p.1598-1612 Langues : Anglais (eng) Mots-clés : Alphabet knowledge  Autism  Hyperlexia  Phonological awareness Index. décimale : PER Périodiques Résumé : A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. En ligne : http://dx.doi.org/10.1007/s10803-020-04628-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1598-1612. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612 Mots-clés : Alphabet knowledge  Autism  Hyperlexia  Phonological awareness Index. décimale : PER Périodiques Résumé : A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. En ligne : http://dx.doi.org/10.1007/s10803-020-04628-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

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