5 recherche sur le mot-clé 'decoding'

Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies / Vickie PLOURDE in Journal of Child Psychology and Psychiatry, 56-10 (October 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082 Titre : Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies Type de document : Texte imprimé et/ou numérique Auteurs : Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.1074-1082 Langues : Anglais (eng) Mots-clés : Reading  decoding  comprehension  inattention  hyperactivity/impulsivity  population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ? 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies [Texte imprimé et/ou numérique] / Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.1074-1082. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082 Mots-clés : Reading  decoding  comprehension  inattention  hyperactivity/impulsivity  population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ? 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

Predictors of decoding for children with autism spectrum disorder in comparison to their peers / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48 Titre : Predictors of decoding for children with autism spectrum disorder in comparison to their peers Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.41-48 Langues : Anglais (eng) Mots-clés : Autism  Emergent literacy  Decoding  Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Predictors of decoding for children with autism spectrum disorder in comparison to their peers [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.41-48. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48 Mots-clés : Autism  Emergent literacy  Decoding  Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Dyslexia 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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.672-680 Titre : Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur Article en page(s) : p.672-680 Langues : Anglais (eng) Mots-clés : Developmental Language Disorder  Reading comprehension  decoding  dyslexia  language Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills. METHODS: Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29). RESULTS: All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.51 at age 8, d = 0.60 at age 8); while the most severe problems were found in the comorbid dyslexia + DLD group (d = 1.79 at age 8, d = 2.06 at age 9) those with DLD also had significant difficulties (d = 1.56 at age 8, d = 1.56 at age 9). CONCLUSIONS: These findings confirm that children with dyslexia or DLD are at-risk for reading comprehension difficulties but for different reasons, because of weak decoding in the case of dyslexia or weak oral language skills in the case of DLD. Different forms of intervention are required for these groups of children, targeted to their particular area(s) of weakness. En ligne : http://dx.doi.org/10.1111/jcpp.13140 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur . - p.672-680. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.672-680 Mots-clés : Developmental Language Disorder  Reading comprehension  decoding  dyslexia  language Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills. METHODS: Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29). RESULTS: All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.51 at age 8, d = 0.60 at age 8); while the most severe problems were found in the comorbid dyslexia + DLD group (d = 1.79 at age 8, d = 2.06 at age 9) those with DLD also had significant difficulties (d = 1.56 at age 8, d = 1.56 at age 9). CONCLUSIONS: These findings confirm that children with dyslexia or DLD are at-risk for reading comprehension difficulties but for different reasons, because of weak decoding in the case of dyslexia or weak oral language skills in the case of DLD. Different forms of intervention are required for these groups of children, targeted to their particular area(s) of weakness. En ligne : http://dx.doi.org/10.1111/jcpp.13140 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum / Heather M. BROWN 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.932-955 Titre : A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Janis ORAM CARDY, Auteur ; Andrew M. JOHNSON, Auteur Article en page(s) : p.932-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Reading comprehension  Decoding  Semantic knowledge  Meta-analysis Index. décimale : PER Périodiques Résumé : This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = ?0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-012-1638-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 [article] A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Janis ORAM CARDY, Auteur ; Andrew M. JOHNSON, Auteur . - p.932-955. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.932-955 Mots-clés : Autism spectrum disorders  Reading comprehension  Decoding  Semantic knowledge  Meta-analysis Index. décimale : PER Périodiques Résumé : This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = ?0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-012-1638-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194

Preschool predictors of reading ability in the first year of schooling in children with ASD / Marleen F. WESTERVELD in Autism Research, 11-10 (October 2018)  

Public ISBD [article]  inAutism Research > 11-10 (October 2018) . - p.1332-1344 Titre : Preschool predictors of reading ability in the first year of schooling in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; K. O'LEARY, Auteur ; D. TREMBATH, Auteur Article en page(s) : p.1332-1344 Langues : Anglais (eng) Mots-clés : autism  decoding  emergent literacy  longitudinal  preschool  reading Index. décimale : PER Périodiques Résumé : A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions. En ligne : http://dx.doi.org/10.1002/aur.1999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Preschool predictors of reading ability in the first year of schooling in children with ASD [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; K. O'LEARY, Auteur ; D. TREMBATH, Auteur . - p.1332-1344. Langues : Anglais (eng) in Autism Research > 11-10 (October 2018) . - p.1332-1344 Mots-clés : autism  decoding  emergent literacy  longitudinal  preschool  reading Index. décimale : PER Périodiques Résumé : A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions. En ligne : http://dx.doi.org/10.1002/aur.1999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369