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A Preliminary Study of Writing Skills in Adolescents with Autism Across Persuasive, Expository, and Narrative Genres / Johanna R. PRICE in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
[article]
Titre : A Preliminary Study of Writing Skills in Adolescents with Autism Across Persuasive, Expository, and Narrative Genres Type de document : Texte imprimé et/ou numérique Auteurs : Johanna R. PRICE, Auteur ; Gary E. MARTIN, Auteur ; Kong CHEN, Auteur ; Jennifer R. JONES, Auteur Article en page(s) : p.319-332 Langues : Anglais (eng) Mots-clés : Adolescents Autism spectrum disorder Writing samples Written language Index. décimale : PER Périodiques Résumé : Writing is often difficult for individuals with autism spectrum disorder (ASD), yet relatively little literature exists that profiles specific strengths and needs within this area. This preliminary investigation compares the written language skills of adolescents with ASD without intellectual disability (n = 14) to typically developing (TD) adolescents (n = 12). Writing samples from persuasive, expository, and narrative genres were elicited. Variables of sample length, writing productivity, syntax, lexical diversity, and macrostructure were analyzed. In the persuasive and expository genres, the ASD group scored significantly lower than the TD group on sample length and some aspects of macrostructure. The ASD group scored higher than the TD group on lexical diversity in the persuasive genre. Other comparisons yielded large effect sizes but were not statistically significant. En ligne : http://dx.doi.org/10.1007/s10803-019-04254-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.319-332[article] A Preliminary Study of Writing Skills in Adolescents with Autism Across Persuasive, Expository, and Narrative Genres [Texte imprimé et/ou numérique] / Johanna R. PRICE, Auteur ; Gary E. MARTIN, Auteur ; Kong CHEN, Auteur ; Jennifer R. JONES, Auteur . - p.319-332.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.319-332
Mots-clés : Adolescents Autism spectrum disorder Writing samples Written language Index. décimale : PER Périodiques Résumé : Writing is often difficult for individuals with autism spectrum disorder (ASD), yet relatively little literature exists that profiles specific strengths and needs within this area. This preliminary investigation compares the written language skills of adolescents with ASD without intellectual disability (n = 14) to typically developing (TD) adolescents (n = 12). Writing samples from persuasive, expository, and narrative genres were elicited. Variables of sample length, writing productivity, syntax, lexical diversity, and macrostructure were analyzed. In the persuasive and expository genres, the ASD group scored significantly lower than the TD group on sample length and some aspects of macrostructure. The ASD group scored higher than the TD group on lexical diversity in the persuasive genre. Other comparisons yielded large effect sizes but were not statistically significant. En ligne : http://dx.doi.org/10.1007/s10803-019-04254-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia / Alison GALLAGHER in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
[article]
Titre : Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Alison GALLAGHER, Auteur ; Uta FRITH, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2000 Article en page(s) : p.203-213 Langues : Anglais (eng) Mots-clés : Dyslexia genetics language reading specific learning difficulties written language Index. décimale : PER Périodiques Résumé : This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The “unimpaired” at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.203-213[article] Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia [Texte imprimé et/ou numérique] / Alison GALLAGHER, Auteur ; Uta FRITH, Auteur ; Margaret J. SNOWLING, Auteur . - 2000 . - p.203-213.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.203-213
Mots-clés : Dyslexia genetics language reading specific learning difficulties written language Index. décimale : PER Périodiques Résumé : This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The “unimpaired” at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125