4 recherche sur le mot-clé 'Reading fluency'

Examining predictors of reading fluency in children with Autism Spectrum Disorder and children with Attention-Deficit/Hyperactivity Disorder / Sandra DÍEZ in Research in Autism, 138 (October 2026)  

Public ISBD [article]  inResearch in Autism > 138 (October 2026) . - p.203020 Titre : Examining predictors of reading fluency in children with Autism Spectrum Disorder and children with Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Sandra DÍEZ, Auteur ; Inmaculada BAIXAULI, Auteur ; Carmen BERENGUER, Auteur Article en page(s) : p.203020 Langues : Anglais (eng) Mots-clés : ASD  ADHD  Reading fluency  Reading comprehension  Learning  Behavior  Communication abilities Index. décimale : PER Périodiques Résumé : Background This study investigates the predictors of reading fluency in children with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) by adopting a multidimensional framework that integrates cognitive, linguistic, and behavioral factors. Methods and procedure The sample comprised 30 typically developing (TD) children, 35 children with ASD (without intellectual disability), and 36 children with ADHD, matched for age and IQ. Reading fluency, accuracy, and comprehension were assessed, along with cognitive, linguistic, and behavioral measures. Predictors of reading fluency were examined in children with ASD and ADHD using correlation and regression analyses. Results Group comparisons revealed distinct reading profiles, showing that children with ASD and ADHD exhibited significantly lower reading fluency than their TD peers, alongside deficits in reading accuracy and comprehension. Multiple linear regression analyses identified distinct within-group patterns of association for each clinical group. In the ASD group, although learning behaviors (persistence) and communication abilities were relevant factors, reading comprehension emerged as the sole unique significant predictor of reading fluency. In contrast, for the ADHD group, hyperactivity/impulsivity was the unique significant predictor, accounting for 44% of the variance. Conclusions and implications These findings suggest that reading fluency in ADHD is predominantly driven by behavioral regulation and inhibitory control, whereas in ASD it is more closely linked to higher-order linguistic processing. These findings suggest different descriptive profiles of association across groups rather than established disorder-specific mechanisms, highlighting the utility of comprehensive, profile-based educational assessments. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Examining predictors of reading fluency in children with Autism Spectrum Disorder and children with Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Sandra DÍEZ, Auteur ; Inmaculada BAIXAULI, Auteur ; Carmen BERENGUER, Auteur . - p.203020. Langues : Anglais (eng) in Research in Autism > 138 (October 2026) . - p.203020 Mots-clés : ASD  ADHD  Reading fluency  Reading comprehension  Learning  Behavior  Communication abilities Index. décimale : PER Périodiques Résumé : Background This study investigates the predictors of reading fluency in children with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) by adopting a multidimensional framework that integrates cognitive, linguistic, and behavioral factors. Methods and procedure The sample comprised 30 typically developing (TD) children, 35 children with ASD (without intellectual disability), and 36 children with ADHD, matched for age and IQ. Reading fluency, accuracy, and comprehension were assessed, along with cognitive, linguistic, and behavioral measures. Predictors of reading fluency were examined in children with ASD and ADHD using correlation and regression analyses. Results Group comparisons revealed distinct reading profiles, showing that children with ASD and ADHD exhibited significantly lower reading fluency than their TD peers, alongside deficits in reading accuracy and comprehension. Multiple linear regression analyses identified distinct within-group patterns of association for each clinical group. In the ASD group, although learning behaviors (persistence) and communication abilities were relevant factors, reading comprehension emerged as the sole unique significant predictor of reading fluency. In contrast, for the ADHD group, hyperactivity/impulsivity was the unique significant predictor, accounting for 44% of the variance. Conclusions and implications These findings suggest that reading fluency in ADHD is predominantly driven by behavioral regulation and inhibitory control, whereas in ASD it is more closely linked to higher-order linguistic processing. These findings suggest different descriptive profiles of association across groups rather than established disorder-specific mechanisms, highlighting the utility of comprehensive, profile-based educational assessments. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19 Titre : The relation between text reading fluency and reading comprehension for students with autism spectrum disorders Type de document : texte imprimé Auteurs : Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.8-19 Langues : Anglais (eng) Mots-clés : Higher functioning autism  Reading comprehension  Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] The relation between text reading fluency and reading comprehension for students with autism spectrum disorders [texte imprimé] / Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.8-19. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19 Mots-clés : Higher functioning autism  Reading comprehension  Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Effects of fluency instruction on selection-based and topography-based comprehension measures / Clarissa S. BARNES in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.639-647 Titre : Effects of fluency instruction on selection-based and topography-based comprehension measures Type de document : texte imprimé Auteurs : Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur Article en page(s) : p.639-647 Langues : Anglais (eng) Mots-clés : Reading fluency  Reading comprehension  Topography-based verbal behavior  Selection-based verbal behavior Index. décimale : PER Périodiques Résumé : A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Effects of fluency instruction on selection-based and topography-based comprehension measures [texte imprimé] / Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur . - p.639-647. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.639-647 Mots-clés : Reading fluency  Reading comprehension  Topography-based verbal behavior  Selection-based verbal behavior Index. décimale : PER Périodiques Résumé : A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Patterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 92 (April 2022) . - 101933 Titre : Patterns of math and reading achievement in children and adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy S. MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : 101933 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Academic achievement  Hierarchical cluster analysis  Math achievement  Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Patterns of math and reading achievement in children and adolescents with autism spectrum disorder [texte imprimé] / Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy S. MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur . - 101933. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101933 Mots-clés : Autism spectrum disorder  Academic achievement  Hierarchical cluster analysis  Math achievement  Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459