Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children / Yang DONG in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2102-2118 Titre : Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children Type de document : texte imprimé Auteurs : Yang DONG, Auteur ; Jianhong MO, Auteur ; Bingqing GONG, Auteur ; Renyi JIN, Auteur ; Haoyuan ZHENG, Auteur ; Bonnie Wing-Yin CHOW, Auteur Article en page(s) : p.2102-2118 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children’s use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children. This study included 187 mildly autistic Chinese children who were stratified by random sampling and assigned into three groups (LP, IP and control). The mildly autistic children’s language skills were tested immediately before and after the 12-week SBR intervention. Their parents were also included in this study. The results indicated that using prompts had positive effects on the mildly autistic children’s language skills and on the affective factors central to language development. Moreover, LPs were beneficial in fostering mildly autistic children’s affective factor development, whilst IPs fostered their Chinese word reading and listening comprehension skills. These findings indicated the benefits of using prompts during parent–child SBR, along with the extent to which prompts contribute to different language skills and affective factors central to language development in mildly autistic children. En ligne : https://doi.org/10.1007/s10803-024-06712-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children [texte imprimé] / Yang DONG, Auteur ; Jianhong MO, Auteur ; Bingqing GONG, Auteur ; Renyi JIN, Auteur ; Haoyuan ZHENG, Auteur ; Bonnie Wing-Yin CHOW, Auteur . - p.2102-2118. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2102-2118 Index. décimale : PER Périodiques Résumé : The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children’s use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children. This study included 187 mildly autistic Chinese children who were stratified by random sampling and assigned into three groups (LP, IP and control). The mildly autistic children’s language skills were tested immediately before and after the 12-week SBR intervention. Their parents were also included in this study. The results indicated that using prompts had positive effects on the mildly autistic children’s language skills and on the affective factors central to language development. Moreover, LPs were beneficial in fostering mildly autistic children’s affective factor development, whilst IPs fostered their Chinese word reading and listening comprehension skills. These findings indicated the benefits of using prompts during parent–child SBR, along with the extent to which prompts contribute to different language skills and affective factors central to language development in mildly autistic children. En ligne : https://doi.org/10.1007/s10803-024-06712-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

What does genetic research tell us about the origins of language and literacy development? A reflection on Verhoef et al. (2020) / Bonnie Wing-Yin CHOW in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.739-741 Titre : What does genetic research tell us about the origins of language and literacy development? A reflection on Verhoef et al. (2020) Type de document : texte imprimé Auteurs : Bonnie Wing-Yin CHOW, Auteur ; Simpson W.L. WONG, Auteur Article en page(s) : p.739-741 Langues : Anglais (eng) Mots-clés : Child, Preschool  Genetic Research  Humans  Language  Literacy Index. décimale : PER Périodiques Résumé : Quantitative genetic research has set the stage for the exploration of genetic influences and the underlying mechanisms that undergird language and literacy development. Following this line of enquiry, Verhoef et al. (2020) address a critical issue related to genetic processes by comparing whether the genetic mechanism known as innovation or amplification plays a more pivotal role in literacy development during the period of early childhood to early adolescence, using the cutting-edge technique called the genome-wide complex trait analysis. This commentary reviews and discusses the implications of the provocative findings that stem from their study and offers concrete directions for future research. Embedded in our reflections are discussions related to the generalist genes vs genetic specificity debate, language universality vs specificity, as well as the role of environment in genetic influences. Taken together, the discussions in the commentary have highlighted the need for more in-depth explorations of the interplay between genes and literacy development through a multi-disciplinary approach. En ligne : http://dx.doi.org/10.1111/jcpp.13399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] What does genetic research tell us about the origins of language and literacy development? A reflection on Verhoef et al. (2020) [texte imprimé] / Bonnie Wing-Yin CHOW, Auteur ; Simpson W.L. WONG, Auteur . - p.739-741. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.739-741 Mots-clés : Child, Preschool  Genetic Research  Humans  Language  Literacy Index. décimale : PER Périodiques Résumé : Quantitative genetic research has set the stage for the exploration of genetic influences and the underlying mechanisms that undergird language and literacy development. Following this line of enquiry, Verhoef et al. (2020) address a critical issue related to genetic processes by comparing whether the genetic mechanism known as innovation or amplification plays a more pivotal role in literacy development during the period of early childhood to early adolescence, using the cutting-edge technique called the genome-wide complex trait analysis. This commentary reviews and discusses the implications of the provocative findings that stem from their study and offers concrete directions for future research. Embedded in our reflections are discussions related to the generalist genes vs genetic specificity debate, language universality vs specificity, as well as the role of environment in genetic influences. Taken together, the discussions in the commentary have highlighted the need for more in-depth explorations of the interplay between genes and literacy development through a multi-disciplinary approach. En ligne : http://dx.doi.org/10.1111/jcpp.13399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

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