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Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study / Peter BRYANT in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
[article]
Titre : Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Peter BRYANT, Auteur ; Terezinha NUNES, Auteur ; Miriam BINDMAN, Auteur Année de publication : 1998 Article en page(s) : p.501-510 Langues : Anglais (eng) Mots-clés : Language disorder spelling disorder school children language learning reading spelling Index. décimale : PER Périodiques Résumé : We look at the awareness of grammatical distinctions in children with reading difficulties, and at their ability to use this awareness in order to learn about the conventional spellings for morphemes like ”ed“ at the end of past verbs. Using longitudinal methods we show that, initially, children who are to become poor readers are actually better in this aspect of spelling and also in grammatical awareness tasks than younger children of the same reading level: but they are worse than these other children in tasks that tax their knowledge of phonologically based letter-sound correspondences. Later on, however, the poor readers lose their initial advantages in the conventional spelling of morphemes. We conclude that poor readers are initially held back by a failure to learn about letter-sound correspondences, and that this deprives them of successful reading experience, which in turn hampers the growth of their grammatical awareness and their learning how to spell morphemes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123
in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.501-510[article] Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study [Texte imprimé et/ou numérique] / Peter BRYANT, Auteur ; Terezinha NUNES, Auteur ; Miriam BINDMAN, Auteur . - 1998 . - p.501-510.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.501-510
Mots-clés : Language disorder spelling disorder school children language learning reading spelling Index. décimale : PER Périodiques Résumé : We look at the awareness of grammatical distinctions in children with reading difficulties, and at their ability to use this awareness in order to learn about the conventional spellings for morphemes like ”ed“ at the end of past verbs. Using longitudinal methods we show that, initially, children who are to become poor readers are actually better in this aspect of spelling and also in grammatical awareness tasks than younger children of the same reading level: but they are worse than these other children in tasks that tax their knowledge of phonologically based letter-sound correspondences. Later on, however, the poor readers lose their initial advantages in the conventional spelling of morphemes. We conclude that poor readers are initially held back by a failure to learn about letter-sound correspondences, and that this deprives them of successful reading experience, which in turn hampers the growth of their grammatical awareness and their learning how to spell morphemes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework / Matthew ZAJIC in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Sarah Emily WILSON, Auteur Article en page(s) : p.101471 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Education Handwriting Language School-age Spelling Systematic review Writing Index. décimale : PER Périodiques Résumé : Background Descriptive and intervention research studies have identified writing as a challenge for many students with autism spectrum disorder (ASD). However, relatively little remains known about how these studies have examined specific writing skills, particularly from a writing research perspective. This study systematically reviewed descriptive and intervention studies using a language domains and mediational systems framework to examine how studies have examined transcription (handwriting and spelling) and translation/text generation (written expression) skills and associations between writing skills with language domain and mediational systems skills. Study quality indicators including reference to writing research and theory were also examined. Method From an initial screening of 1,958 records, 46 studies (29 descriptive and 17 intervention) were retained for inclusion. Studies were coded for study characteristics, quality indicators, and reported writing and writing-associated skills. Results Studies included 1,166 participants who were predominantly male with a verified ASD diagnosis but varied on other characteristics. Study quality was low for certain indicators (i.e., power analysis and generalization), and fewer studies referenced writing theory compared to writing research. Studies reported on different writing skills (transcription: 52%; translation/text generation: 70%) but infrequently reported on associations with language domains (0–7%) and mediational systems (24–43%). Conclusions Studies have focused predominantly on assessing transcription or translation/text generation skills with little systematic attention to relationships between writing and language domain or mediational systems skills. Reviewed studies offer preliminary findings, areas of needed future research, and implications for continued research into understanding and supporting the writing skill development of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471[article] Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Sarah Emily WILSON, Auteur . - p.101471.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471
Mots-clés : Autism spectrum disorder Education Handwriting Language School-age Spelling Systematic review Writing Index. décimale : PER Périodiques Résumé : Background Descriptive and intervention research studies have identified writing as a challenge for many students with autism spectrum disorder (ASD). However, relatively little remains known about how these studies have examined specific writing skills, particularly from a writing research perspective. This study systematically reviewed descriptive and intervention studies using a language domains and mediational systems framework to examine how studies have examined transcription (handwriting and spelling) and translation/text generation (written expression) skills and associations between writing skills with language domain and mediational systems skills. Study quality indicators including reference to writing research and theory were also examined. Method From an initial screening of 1,958 records, 46 studies (29 descriptive and 17 intervention) were retained for inclusion. Studies were coded for study characteristics, quality indicators, and reported writing and writing-associated skills. Results Studies included 1,166 participants who were predominantly male with a verified ASD diagnosis but varied on other characteristics. Study quality was low for certain indicators (i.e., power analysis and generalization), and fewer studies referenced writing theory compared to writing research. Studies reported on different writing skills (transcription: 52%; translation/text generation: 70%) but infrequently reported on associations with language domains (0–7%) and mediational systems (24–43%). Conclusions Studies have focused predominantly on assessing transcription or translation/text generation skills with little systematic attention to relationships between writing and language domain or mediational systems skills. Reviewed studies offer preliminary findings, areas of needed future research, and implications for continued research into understanding and supporting the writing skill development of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414