Pictures or texts: Eye gazing patterns of preschoolers with ASD in picture book reading / Huilin LUO in Research in Autism, 137 (September 2026)  

Public ISBD [article]  inResearch in Autism > 137 (September 2026) . - 202990 Titre : Pictures or texts: Eye gazing patterns of preschoolers with ASD in picture book reading Type de document : texte imprimé Auteurs : Huilin LUO, Auteur ; Xinyue PENG, Auteur ; Jie SUN, Auteur ; Jing ZHAO, Auteur Article en page(s) : 202990 Langues : Anglais (eng) Mots-clés : Children with ASD  Eye-tracking  Picture book reading  Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to compare the eye-gazing patterns of children with autism spectrum disorder (ASD) during picture book reading, based on their distinct reading profiles. Eighty-one children with ASD were divided into three groups based on reading assessments: ASD with imbalanced reading profile (high word reading but low comprehension; n = 32), ASD with average reading profile (n = 25), and ASD with low reading profile (n = 24). A control group of 32 TD children was matched on age and Chinese orthographic symbols (i.e., character) recognition to the imbalanced and average reading profiles groups. Eye-tracking was used to measure fixation duration, fixation numbers, and fixation density on pictures and texts while participants read a picture book under three orthographic symbol conditions: common, rare, and foreign characters. Children with ASD and imbalanced reading profiles demonstrated statistically significantly longer fixation duration on text and shorter fixations on pictures compared to all other groups (ASD average, ASD low, and TD). All children exhibited similar fixation durations, fixation numbers, and fixation densities for rare and common characters but had fewer fixations on foreign characters. The findings underscore the critical importance of subgrouping children with ASD by their reading profiles in research, as their cognitive-linguistic profiles significantly influence visual attention during reading. The results highlight the role of orthographic awareness in character recognition and suggest that imbalanced reading profiles in ASD are characterized by a unique visual attention preference for text over contextual images. En ligne : https://doi.org/10.1016/j.reia.2026.202990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Pictures or texts: Eye gazing patterns of preschoolers with ASD in picture book reading [texte imprimé] / Huilin LUO, Auteur ; Xinyue PENG, Auteur ; Jie SUN, Auteur ; Jing ZHAO, Auteur . - 202990. Langues : Anglais (eng) in Research in Autism > 137 (September 2026) . - 202990 Mots-clés : Children with ASD  Eye-tracking  Picture book reading  Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to compare the eye-gazing patterns of children with autism spectrum disorder (ASD) during picture book reading, based on their distinct reading profiles. Eighty-one children with ASD were divided into three groups based on reading assessments: ASD with imbalanced reading profile (high word reading but low comprehension; n = 32), ASD with average reading profile (n = 25), and ASD with low reading profile (n = 24). A control group of 32 TD children was matched on age and Chinese orthographic symbols (i.e., character) recognition to the imbalanced and average reading profiles groups. Eye-tracking was used to measure fixation duration, fixation numbers, and fixation density on pictures and texts while participants read a picture book under three orthographic symbol conditions: common, rare, and foreign characters. Children with ASD and imbalanced reading profiles demonstrated statistically significantly longer fixation duration on text and shorter fixations on pictures compared to all other groups (ASD average, ASD low, and TD). All children exhibited similar fixation durations, fixation numbers, and fixation densities for rare and common characters but had fewer fixations on foreign characters. The findings underscore the critical importance of subgrouping children with ASD by their reading profiles in research, as their cognitive-linguistic profiles significantly influence visual attention during reading. The results highlight the role of orthographic awareness in character recognition and suggest that imbalanced reading profiles in ASD are characterized by a unique visual attention preference for text over contextual images. En ligne : https://doi.org/10.1016/j.reia.2026.202990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

The Relationship Between Theory of Mind and Listening Comprehension Among Chinese Preschoolers with and without Autism Spectrum Disorder / Zeying GAO in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3741-3754 Titre : The Relationship Between Theory of Mind and Listening Comprehension Among Chinese Preschoolers with and without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Zeying GAO, Auteur ; Huilin LUO, Auteur ; Tianbi LI, Auteur ; Jing ZHAO, Auteur Article en page(s) : p.3741-3754 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study aimed to examine the performance on linguistic and cognitive tasks among Chinese preschool children with and without autism spectrum disorder (ASD) and explore the direct and indirect relationships between theory of mind (ToM) and literal and inferential listening comprehension. Forty-nine (N = 49) children with ASD and fifty-two (N = 52) age- and gender-matched typically developing (TD) children participated in the study. All participants were administered tasks evaluating their listening comprehension of literal and inferential statements, ToM, as well as verbal and nonverbal IQ. Results showed that the ASD group performed statistically worse on listening comprehension, ToM abilities, verbal IQ, and nonverbal IQ than their TD peers. Further, we found statistically significant correlations between general ToM performance and overall listening comprehension among Chinese preschool children with and without ASD. More specifically, ToM abilities of children with ASD had an indirect effect on their literal listening comprehension via the mediation of verbal IQ, whereas ToM performance among TD children predicted their literal listening comprehension via the mediation of nonverbal IQ. The major findings were discussed in detail based on the situation model. The research facilitated insights into listening comprehension among Chinese preschool children with and without ASD, providing their caregivers and teachers with viable strategies to improve their listening comprehension. En ligne : https://doi.org/10.1007/s10803-024-06462-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] The Relationship Between Theory of Mind and Listening Comprehension Among Chinese Preschoolers with and without Autism Spectrum Disorder [texte imprimé] / Zeying GAO, Auteur ; Huilin LUO, Auteur ; Tianbi LI, Auteur ; Jing ZHAO, Auteur . - p.3741-3754. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3741-3754 Index. décimale : PER Périodiques Résumé : The study aimed to examine the performance on linguistic and cognitive tasks among Chinese preschool children with and without autism spectrum disorder (ASD) and explore the direct and indirect relationships between theory of mind (ToM) and literal and inferential listening comprehension. Forty-nine (N = 49) children with ASD and fifty-two (N = 52) age- and gender-matched typically developing (TD) children participated in the study. All participants were administered tasks evaluating their listening comprehension of literal and inferential statements, ToM, as well as verbal and nonverbal IQ. Results showed that the ASD group performed statistically worse on listening comprehension, ToM abilities, verbal IQ, and nonverbal IQ than their TD peers. Further, we found statistically significant correlations between general ToM performance and overall listening comprehension among Chinese preschool children with and without ASD. More specifically, ToM abilities of children with ASD had an indirect effect on their literal listening comprehension via the mediation of verbal IQ, whereas ToM performance among TD children predicted their literal listening comprehension via the mediation of nonverbal IQ. The major findings were discussed in detail based on the situation model. The research facilitated insights into listening comprehension among Chinese preschool children with and without ASD, providing their caregivers and teachers with viable strategies to improve their listening comprehension. En ligne : https://doi.org/10.1007/s10803-024-06462-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

---

1 (1 - 2 / 2) Par page : 25 50 100 200