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31 recherche sur le mot-clé 'Reading comprehension'




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)
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Titre : Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning Type de document : Texte imprimé et/ou numérique 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
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.807-816[article] Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning [Texte imprimé et/ou numérique] / 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 Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory / M. M. DAVIDSON in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
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Titre : Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory Type de document : Texte imprimé et/ou numérique Auteurs : M. M. DAVIDSON, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.3524-3541 Langues : Anglais (eng) Mots-clés : Autism Reading comprehension Vocabulary Word reading Working memory Index. décimale : PER Périodiques Résumé : Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-018-3617-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541[article] Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory [Texte imprimé et/ou numérique] / M. M. DAVIDSON, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur . - p.3524-3541.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541
Mots-clés : Autism Reading comprehension Vocabulary Word reading Working memory Index. décimale : PER Périodiques Résumé : Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-018-3617-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections / Karen S. ENGEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
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Titre : Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections Type de document : Texte imprimé et/ou numérique Auteurs : Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur Article en page(s) : p.1266-1280 Langues : Anglais (eng) Mots-clés : Autism Central coherence Reading comprehension Reading instruction Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280[article] Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections [Texte imprimé et/ou numérique] / Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur . - p.1266-1280.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280
Mots-clés : Autism Central coherence Reading comprehension Reading instruction Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Reading Comprehension Interventions for Students With Autism Spectrum Disorders / Michael SOLIS in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)
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Titre : Reading Comprehension Interventions for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.284-299 Langues : Anglais (eng) Mots-clés : autism reading comprehension behavior intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299[article] Reading Comprehension Interventions for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur . - p.284-299.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299
Mots-clés : autism reading comprehension behavior intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research / Farah EL ZEIN in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
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Titre : Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research Type de document : Texte imprimé et/ou numérique Auteurs : Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur Article en page(s) : p.1303-1322 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Reading comprehension Reading intervention Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322[article] Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research [Texte imprimé et/ou numérique] / Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur . - p.1303-1322.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322
Mots-clés : Autism spectrum disorders Reading comprehension Reading intervention Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Reading comprehension strategies for expository texts: Children with and without ASD / Yael KIMHI in Research in Autism Spectrum Disorders, 105 (July 2023)
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PermalinkReading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)
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PermalinkBuilding 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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PermalinkComparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children / R. P. GRIMM in Autism Research, 11-4 (April 2018)
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PermalinkDyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)
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