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Détail de l'auteur
Auteur Rachelle WICKS |
Documents disponibles écrits par cet auteur (2)
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Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum / Rachelle WICKS in Autism, 24-6 (August 2020)
[article]
Titre : Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rachelle WICKS, Auteur ; Jessica PAYNTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.1384-1399 Langues : Anglais (eng) Mots-clés : autism spectrum disorder emergent literacy preschool children shared book reading Index. décimale : PER Périodiques Résumé : Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children's letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children's letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research. En ligne : http://dx.doi.org/10.1177/1362361319900594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1384-1399[article] Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum [Texte imprimé et/ou numérique] / Rachelle WICKS, Auteur ; Jessica PAYNTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.1384-1399.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1384-1399
Mots-clés : autism spectrum disorder emergent literacy preschool children shared book reading Index. décimale : PER Périodiques Résumé : Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children's letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children's letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research. En ligne : http://dx.doi.org/10.1177/1362361319900594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Rachelle WICKS, Auteur Article en page(s) : p.3005-3017 Langues : Anglais (eng) Mots-clés : Asd Children Emergent literacy Preschool Shared book reading Index. décimale : PER Périodiques Résumé : Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04406-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3005-3017[article] Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Rachelle WICKS, Auteur . - p.3005-3017.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3005-3017
Mots-clés : Asd Children Emergent literacy Preschool Shared book reading Index. décimale : PER Périodiques Résumé : Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04406-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428