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Résultat de la recherche
61 recherche sur le mot-clé 'reading'




Reading and language intervention for children at risk of dyslexia: a randomised controlled trial / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Reading and language intervention for children at risk of dyslexia: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Charles HULME, Auteur ; Katy GRAINGER, Auteur ; Samantha J. HARDWICK, Auteur ; Jeremy N. V. MILES, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.1234-1243 Langues : Anglais (eng) Mots-clés : Dyslexia specific language impairment reading intervention RCT design Index. décimale : PER Périodiques Résumé : Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. En ligne : http://dx.doi.org/10.1111/jcpp.12257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243[article] Reading and language intervention for children at risk of dyslexia: a randomised controlled trial [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Charles HULME, Auteur ; Katy GRAINGER, Auteur ; Samantha J. HARDWICK, Auteur ; Jeremy N. V. MILES, Auteur ; Margaret J. SNOWLING, Auteur . - p.1234-1243.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243
Mots-clés : Dyslexia specific language impairment reading intervention RCT design Index. décimale : PER Périodiques Résumé : Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. En ligne : http://dx.doi.org/10.1111/jcpp.12257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Reading and Phonological Skills in Boys with Fragile X Syndrome / Jessica KLUSEK in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
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Titre : Reading and Phonological Skills in Boys with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. Jr BAILEY, Auteur Article en page(s) : p.1699-1711 Langues : Anglais (eng) Mots-clés : Fragile X syndrome Autism spectrum disorder Literacy Reading Phonological skills Phonological awareness Index. décimale : PER Périodiques Résumé : Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. En ligne : http://dx.doi.org/10.1007/s10803-014-2328-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711[article] Reading and Phonological Skills in Boys with Fragile X Syndrome [Texte imprimé et/ou numérique] / Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. Jr BAILEY, Auteur . - p.1699-1711.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711
Mots-clés : Fragile X syndrome Autism spectrum disorder Literacy Reading Phonological skills Phonological awareness Index. décimale : PER Périodiques Résumé : Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. En ligne : http://dx.doi.org/10.1007/s10803-014-2328-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 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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Titre : Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2002-2022 Langues : Anglais (eng) Mots-clés : ASD reading comprehension weak central coherence oral language semantics eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Autism Research > 10-12 (December 2017) . - p.2002-2022[article] Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2002-2022.
Langues : Anglais (eng)
in Autism Research > 10-12 (December 2017) . - p.2002-2022
Mots-clés : ASD reading comprehension weak central coherence oral language semantics eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323 Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography / Rosa ZUCCARELLO in Research in Autism Spectrum Disorders, 17 (September 2015)
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Titre : Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography Type de document : Texte imprimé et/ou numérique Auteurs : Rosa ZUCCARELLO, Auteur ; Francesco Domenico DI BLASI, Auteur ; Marinella ZINGALE, Auteur ; Simonetta PANERAI, Auteur ; Maria FINOCCHIARO, Auteur ; Grazia TRUBIA, Auteur ; Serafino BUONO, Auteur ; Pierluigi ZOCCOLOTTI, Auteur Année de publication : 2015 Article en page(s) : p.126-134 Langues : Anglais (eng) Mots-clés : Reading Comprehension Autism spectrum disorders Borderline functioning Index. décimale : PER Périodiques Résumé : Abstract Decoding and comprehension skills in children with autism spectrum disorders (ASD) were analysed in children native speakers of a language (Italian) with a highly regular orthography. Children with ASD were compared to children with matched intellectual functioning: a subgroup of children with ASD and borderline intellectual functioning (BIF) was compared to a subgroup of children with BIF but no signs of ASD; a subgroup of children with ASD and cognitive functioning within normal limits was compared to a group of typically developing children. Children with ASD (whether with or without BIF) showed essentially spared decoding skills in text as well as word and pseudo-word reading; this was at variance with children with BIF who, as a group, showed overall deficient decoding skills, despite considerable individual differences. By contrast, children with ASD (once again, irrespective of the presence of BIF) showed a selective impairment in reading comprehension, just like children with BIF but unlike the typically developing ones. Therefore, results are generally consistent with a profile of hyperlexia for children with ASD learning a regular orthography, as previously reported for other languages. Notably, this pattern was present irrespective of the degree of cognitive impairment, and clearly distinguished these children from those with borderline intellectual functioning but not signs of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.126-134[article] Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography [Texte imprimé et/ou numérique] / Rosa ZUCCARELLO, Auteur ; Francesco Domenico DI BLASI, Auteur ; Marinella ZINGALE, Auteur ; Simonetta PANERAI, Auteur ; Maria FINOCCHIARO, Auteur ; Grazia TRUBIA, Auteur ; Serafino BUONO, Auteur ; Pierluigi ZOCCOLOTTI, Auteur . - 2015 . - p.126-134.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.126-134
Mots-clés : Reading Comprehension Autism spectrum disorders Borderline functioning Index. décimale : PER Périodiques Résumé : Abstract Decoding and comprehension skills in children with autism spectrum disorders (ASD) were analysed in children native speakers of a language (Italian) with a highly regular orthography. Children with ASD were compared to children with matched intellectual functioning: a subgroup of children with ASD and borderline intellectual functioning (BIF) was compared to a subgroup of children with BIF but no signs of ASD; a subgroup of children with ASD and cognitive functioning within normal limits was compared to a group of typically developing children. Children with ASD (whether with or without BIF) showed essentially spared decoding skills in text as well as word and pseudo-word reading; this was at variance with children with BIF who, as a group, showed overall deficient decoding skills, despite considerable individual differences. By contrast, children with ASD (once again, irrespective of the presence of BIF) showed a selective impairment in reading comprehension, just like children with BIF but unlike the typically developing ones. Therefore, results are generally consistent with a profile of hyperlexia for children with ASD learning a regular orthography, as previously reported for other languages. Notably, this pattern was present irrespective of the degree of cognitive impairment, and clearly distinguished these children from those with borderline intellectual functioning but not signs of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Brain Routes for Reading in Adults with and without Autism: EMEG Evidence / Rachel L. MOSELEY in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
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Titre : Brain Routes for Reading in Adults with and without Autism: EMEG Evidence Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. MOSELEY, Auteur ; Friedemann PULVERMULLER, Auteur ; Bettina MOHR, Auteur ; Michael V. LOMBARDO, Auteur ; Simon BARON-COHEN, Auteur ; Yury SHTYROV, Auteur Article en page(s) : p.137-153 Langues : Anglais (eng) Mots-clés : Reading Dual-route model Hyperlexia Semantics EEG MEG Index. décimale : PER Périodiques Résumé : Reading utilises at least two neural pathways. The temporal lexical route visually maps whole words to their lexical entries, whilst the nonlexical route decodes words phonologically via parietal cortex. Readers typically employ the lexical route for familiar words, but poor comprehension plus precocity at mechanically ‘sounding out’ words suggests that differences might exist in autism. Combined MEG/EEG recordings of adults with autistic spectrum conditions (ASC) and controls while reading revealed preferential recruitment of temporal areas in controls and additional parietal recruitment in ASC. Furthermore, a lack of differences between semantic word categories was consistent with previous suggestion that people with ASC may lack a ‘default’ lexical-semantic processing mode. These results are discussed with reference to dual-route models of reading. En ligne : http://dx.doi.org/10.1007/s10803-013-1858-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.137-153[article] Brain Routes for Reading in Adults with and without Autism: EMEG Evidence [Texte imprimé et/ou numérique] / Rachel L. MOSELEY, Auteur ; Friedemann PULVERMULLER, Auteur ; Bettina MOHR, Auteur ; Michael V. LOMBARDO, Auteur ; Simon BARON-COHEN, Auteur ; Yury SHTYROV, Auteur . - p.137-153.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.137-153
Mots-clés : Reading Dual-route model Hyperlexia Semantics EEG MEG Index. décimale : PER Périodiques Résumé : Reading utilises at least two neural pathways. The temporal lexical route visually maps whole words to their lexical entries, whilst the nonlexical route decodes words phonologically via parietal cortex. Readers typically employ the lexical route for familiar words, but poor comprehension plus precocity at mechanically ‘sounding out’ words suggests that differences might exist in autism. Combined MEG/EEG recordings of adults with autistic spectrum conditions (ASC) and controls while reading revealed preferential recruitment of temporal areas in controls and additional parietal recruitment in ASC. Furthermore, a lack of differences between semantic word categories was consistent with previous suggestion that people with ASC may lack a ‘default’ lexical-semantic processing mode. These results are discussed with reference to dual-route models of reading. En ligne : http://dx.doi.org/10.1007/s10803-013-1858-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 Do Individuals with Autism Change Their Reading Behavior to Adapt to Errors in the Text? / M. MICAI in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
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PermalinkExploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers / Veronica P. FLEURY in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
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PermalinkAn analysis of reading abilities in children with autism spectrum disorders / Amanda NALLY in Research in Autism Spectrum Disorders, 47 (March 2018)
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PermalinkA Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
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PermalinkEarly Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
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