10 recherche sur le mot-clé 'Oral language'

Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder / Carlin CONNER in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder Type de document : texte imprimé Auteurs : Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  tele-assessment  standardized assessment  oral language  reading  writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder [texte imprimé] / Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism spectrum disorder  tele-assessment  standardized assessment  oral language  reading  writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning / Jessie RICKETTS in Journal of Autism and Developmental Disorders, 43-4 (April 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.807-816 Titre : Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning Type de document : texte imprimé Auteurs : Jessie RICKETTS, Auteur ; Catherine R.G. JONES, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.807-816 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Reading comprehension  Mentalising  Oral language Index. décimale : PER Périodiques Résumé : Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14–16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1619-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 [article] Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning [texte imprimé] / Jessie RICKETTS, Auteur ; Catherine R.G. JONES, Auteur ; Francesca HAPPE, Auteur ; Tony CHARMAN, Auteur . - p.807-816. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.807-816 Mots-clés : Autism spectrum disorders  Reading comprehension  Mentalising  Oral language Index. décimale : PER Périodiques Résumé : Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14–16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1619-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194

Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 50-10 (October 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776 Titre : Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study Type de document : texte imprimé Auteurs : Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur Article en page(s) : p.3763-3776 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Elementary  Oral language  Reading comprehension  School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study [texte imprimé] / Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur . - p.3763-3776. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776 Mots-clés : Autism spectrum disorder  Elementary  Oral language  Reading comprehension  School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Research Review: Reading comprehension in developmental disorders of language and communication / Jessie RICKETTS in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1111-1123 Titre : Research Review: Reading comprehension in developmental disorders of language and communication Type de document : texte imprimé Auteurs : Jessie RICKETTS, Auteur Année de publication : 2011 Article en page(s) : p.1111-1123 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  developmental disorders  Down’s syndrome  oral language  reading comprehension  specific language impairment Index. décimale : PER Périodiques Résumé : Background:  Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods:  In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions:  There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02438.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Research Review: Reading comprehension in developmental disorders of language and communication [texte imprimé] / Jessie RICKETTS, Auteur . - 2011 . - p.1111-1123. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1111-1123 Mots-clés : Autism spectrum disorders  developmental disorders  Down’s syndrome  oral language  reading comprehension  specific language impairment Index. décimale : PER Périodiques Résumé : Background:  Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods:  In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions:  There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02438.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills / Charles HULME in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-9 (September 2025) . - p.1357-1365 Titre : The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills Type de document : texte imprimé Auteurs : Charles HULME, Auteur ; Gillian WEST, Auteur ; Mariela RIOS DIAZ, Auteur ; Sarah HEARNE, Auteur ; Caroline KORELL, Auteur ; Mihaela DUTA, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.1357-1365 Langues : Anglais (eng) Mots-clés : Language intervention  randomised controlled trial (RCT)  follow-up study  oral language  reading skills Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4 5-year-old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the intervention, and some have argued that the effects of such educational interventions typically fade-out quite rapidly. Methods A large-scale effectiveness trial of the NELI intervention implemented under real-world conditions produced educationally meaningful improvements in children's language and reading abilities. Here, we report follow-up testing of children from this study conducted approximately 2 years after the completion of the intervention. Results At 2-year follow-up, children who had received NELI had better oral language (d 0.22 or d 0.33 for children with lower language ability), reading comprehension (d 0.16 or d 0.24 for children with lower language ability) and single-word reading skills (d 0.16 or d 0.22 for children with lower language ability) than the control group. Conclusions Our data show that, although fade-out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications. En ligne : https://doi.org/10.1111/jcpp.14157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills [texte imprimé] / Charles HULME, Auteur ; Gillian WEST, Auteur ; Mariela RIOS DIAZ, Auteur ; Sarah HEARNE, Auteur ; Caroline KORELL, Auteur ; Mihaela DUTA, Auteur ; Margaret J. SNOWLING, Auteur . - p.1357-1365. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-9 (September 2025) . - p.1357-1365 Mots-clés : Language intervention  randomised controlled trial (RCT)  follow-up study  oral language  reading skills Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4 5-year-old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the intervention, and some have argued that the effects of such educational interventions typically fade-out quite rapidly. Methods A large-scale effectiveness trial of the NELI intervention implemented under real-world conditions produced educationally meaningful improvements in children's language and reading abilities. Here, we report follow-up testing of children from this study conducted approximately 2 years after the completion of the intervention. Results At 2-year follow-up, children who had received NELI had better oral language (d 0.22 or d 0.33 for children with lower language ability), reading comprehension (d 0.16 or d 0.24 for children with lower language ability) and single-word reading skills (d 0.16 or d 0.22 for children with lower language ability) than the control group. Conclusions Our data show that, although fade-out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications. En ligne : https://doi.org/10.1111/jcpp.14157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder / Tamara SORENSON DUNCAN in Autism Research, 14-5 (May 2021)  

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Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder / Heather M. BROWN in Research in Autism Spectrum Disorders, 8-11 (November 2014)  

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Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism Research, 10-12 (December 2017)  

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Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

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The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

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