24 recherche sur le mot-clé 'Literacy'

Literacy in nonspeaking autistic people / Vikram K. JASWAL in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2503-2514 Titre : Literacy in nonspeaking autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Vikram K. JASWAL, Auteur ; Andrew J. LAMPI, Auteur ; Kayden M. STOCKWELL, Auteur Article en page(s) : p.2503-2514 Langues : Anglais (eng) Mots-clés : communication  disability  literacy  nonspeaking autism Index. décimale : PER Périodiques Résumé : Autistic people who cannot speak risk being underestimated. Their inability to speak, along with other unconventional behaviors and mannerisms, can give rise to limiting assumptions about their capacities, including their capacity to acquire literacy. In this preregistered study, we developed a task to investigate whether autistic adolescents and adults with limited or no phrase speech (N = 31) have learned English orthographic conventions. Participants played a game that involved tapping sequentially pulsing targets on an iPad as quickly as they could. Three patterns in their response times suggest they know how to spell: (a) They were faster to tap letters of the alphabet that pulsed in sequences that spelled sentences than letters or nonsense symbols that pulsed in closely matched but meaningless sequences; (b) they responded more quickly to pairs of letters in meaningful sequences the more often the letters co-occur in English; and (c) they spontaneously paused before tapping the first pulsing letter of a new word. These findings suggest that nonspeaking autistic people can acquire foundational literacy skills. With appropriate instruction and support, it might be possible to harness these skills to provide nonspeaking autistic people access to written forms of communication as an alternative to speech. Lay abstract Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing. En ligne : https://dx.doi.org/10.1177/13623613241230709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Literacy in nonspeaking autistic people [Texte imprimé et/ou numérique] / Vikram K. JASWAL, Auteur ; Andrew J. LAMPI, Auteur ; Kayden M. STOCKWELL, Auteur . - p.2503-2514. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2503-2514 Mots-clés : communication  disability  literacy  nonspeaking autism Index. décimale : PER Périodiques Résumé : Autistic people who cannot speak risk being underestimated. Their inability to speak, along with other unconventional behaviors and mannerisms, can give rise to limiting assumptions about their capacities, including their capacity to acquire literacy. In this preregistered study, we developed a task to investigate whether autistic adolescents and adults with limited or no phrase speech (N = 31) have learned English orthographic conventions. Participants played a game that involved tapping sequentially pulsing targets on an iPad as quickly as they could. Three patterns in their response times suggest they know how to spell: (a) They were faster to tap letters of the alphabet that pulsed in sequences that spelled sentences than letters or nonsense symbols that pulsed in closely matched but meaningless sequences; (b) they responded more quickly to pairs of letters in meaningful sequences the more often the letters co-occur in English; and (c) they spontaneously paused before tapping the first pulsing letter of a new word. These findings suggest that nonspeaking autistic people can acquire foundational literacy skills. With appropriate instruction and support, it might be possible to harness these skills to provide nonspeaking autistic people access to written forms of communication as an alternative to speech. Lay abstract Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing. En ligne : https://dx.doi.org/10.1177/13623613241230709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Literacy instruction for autistic children who speak languages other than English / B. BAILEY in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.389-405 Titre : Literacy instruction for autistic children who speak languages other than English Type de document : Texte imprimé et/ou numérique Auteurs : B. BAILEY, Auteur ; Joanne ARCIULI, Auteur Article en page(s) : p.389-405 Langues : Anglais (eng) Mots-clés : Asd  autism  autism spectrum disorder  languages other than English  literacy Index. décimale : PER Périodiques Résumé : Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy. En ligne : http://dx.doi.org/10.1177/13623613211025422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Literacy instruction for autistic children who speak languages other than English [Texte imprimé et/ou numérique] / B. BAILEY, Auteur ; Joanne ARCIULI, Auteur . - p.389-405. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.389-405 Mots-clés : Asd  autism  autism spectrum disorder  languages other than English  literacy Index. décimale : PER Périodiques Résumé : Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy. En ligne : http://dx.doi.org/10.1177/13623613211025422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study / T. MAY in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201 Titre : Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur Année de publication : 2015 Article en page(s) : p.193-201 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Literacy  Numeracy  Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study [Texte imprimé et/ou numérique] / T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur . - 2015 . - p.193-201. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201 Mots-clés : Autism Spectrum Disorder  Literacy  Numeracy  Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills / Allison F. BEAN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030 Titre : Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills Type de document : Texte imprimé et/ou numérique Auteurs : Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur Article en page(s) : p.1018-1030 Langues : Anglais (eng) Mots-clés : Autism  Engagement  Language impairment  Literacy  Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills [Texte imprimé et/ou numérique] / Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur . - p.1018-1030. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030 Mots-clés : Autism  Engagement  Language impairment  Literacy  Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary / E. VERHOEF 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.728-738 Titre : The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary Type de document : Texte imprimé et/ou numérique Auteurs : E. VERHOEF, Auteur ; C. Y. SHAPLAND, Auteur ; S. E. FISHER, Auteur ; Philip S. DALE, Auteur ; B. ST POURCAIN, Auteur Article en page(s) : p.728-738 Langues : Anglais (eng) Mots-clés : Adolescent  Child  Humans  Language  Language Development  Literacy  Longitudinal Studies  Vocabulary  Alspac  behavioural genetics  language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals)  ? 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (?99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary [Texte imprimé et/ou numérique] / E. VERHOEF, Auteur ; C. Y. SHAPLAND, Auteur ; S. E. FISHER, Auteur ; Philip S. DALE, Auteur ; B. ST POURCAIN, Auteur . - p.728-738. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738 Mots-clés : Adolescent  Child  Humans  Language  Language Development  Literacy  Longitudinal Studies  Vocabulary  Alspac  behavioural genetics  language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals)  ? 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (?99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

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

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When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia / Marianna E. HAYIOU-THOMAS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)  

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Academic skills in children with autism spectrum disorders with monolingual or bilingual experience / Sandra B. VANEGAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

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Adapted shared reading at school for minimally verbal students with autism / Charlotte A. MUCCHETTI in Autism, 17-3 (May 2013)  

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