Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'Dialogic reading'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / J. Y. T. LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. Y. T. LO, Auteur ; K. K. SHUM, Auteur Article en page(s) : p.2146-2154 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology Child Child Language Child, Preschool Comprehension Female Humans Male Parents Reading Verbal Learning Autism spectrum disorder Dialogic reading Intervention Preschoolers Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154[article] Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. Y. T. LO, Auteur ; K. K. SHUM, Auteur . - p.2146-2154.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154
Mots-clés : Autism Spectrum Disorder/psychology Child Child Language Child, Preschool Comprehension Female Humans Male Parents Reading Verbal Learning Autism spectrum disorder Dialogic reading Intervention Preschoolers Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age?=?5.90 years, SD?=?0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review / Susannah A. BOYLE in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Susannah A. BOYLE, Auteur ; David MCNAUGHTON, Auteur ; Shelley E. CHAPIN, Auteur Article en page(s) : p.205-214 Langues : Anglais (eng) Mots-clés : augmentative and alternative communication dialogic reading interactive reading shared story reading story-based lessons Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts. En ligne : https://doi.org/10.1177/1088357619838276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.205-214[article] Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review [Texte imprimé et/ou numérique] / Susannah A. BOYLE, Auteur ; David MCNAUGHTON, Auteur ; Shelley E. CHAPIN, Auteur . - p.205-214.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.205-214
Mots-clés : augmentative and alternative communication dialogic reading interactive reading shared story reading story-based lessons Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts. En ligne : https://doi.org/10.1177/1088357619838276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410