66 recherche sur le mot-clé 'reading'

Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment / Suzanne MCCLAIN in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202745 Titre : Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment Type de document : texte imprimé Auteurs : Suzanne MCCLAIN, Auteur ; Katlynn DAHL-LEONARD, Auteur ; Bryan G. COOK, Auteur ; Bruna F. GONÇALVES, Auteur ; Stephanie TATEL, Auteur ; Michael J. KENNEDY, Auteur ; William J. THERRIEN, Auteur Article en page(s) : p.202745 Langues : Anglais (eng) Mots-clés : Autism  Reading  Literacy  Evidence-based practices Index. décimale : PER Périodiques Résumé : Reading is an important academic skill for all students. For many students identified with autism, acquiring reading skills is an on-going challenge that requires high-quality, evidence-based instruction. This systematic review updates and expands prior reviews by synthesizing reading intervention studies across five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) for school-aged children and adolescents with autism. A comprehensive literature search yielded 85 studies that met inclusion criteria. Studies measured outcomes across each of the five areas of reading instruction, with positive results reported for about half of outcomes. These interventions draw on common elements, such as reinforcement and error correction, modeling, prompting, technology, and visual supports. A quality assessment revealed consistent reporting strengths and highlighted areas where more robust reporting could increase confidence in the findings. Implications and recommendations for classroom reading instruction for students with autism and future research are discussed. En ligne : https://doi.org/10.1016/j.reia.2025.202745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment [texte imprimé] / Suzanne MCCLAIN, Auteur ; Katlynn DAHL-LEONARD, Auteur ; Bryan G. COOK, Auteur ; Bruna F. GONÇALVES, Auteur ; Stephanie TATEL, Auteur ; Michael J. KENNEDY, Auteur ; William J. THERRIEN, Auteur . - p.202745. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202745 Mots-clés : Autism  Reading  Literacy  Evidence-based practices Index. décimale : PER Périodiques Résumé : Reading is an important academic skill for all students. For many students identified with autism, acquiring reading skills is an on-going challenge that requires high-quality, evidence-based instruction. This systematic review updates and expands prior reviews by synthesizing reading intervention studies across five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) for school-aged children and adolescents with autism. A comprehensive literature search yielded 85 studies that met inclusion criteria. Studies measured outcomes across each of the five areas of reading instruction, with positive results reported for about half of outcomes. These interventions draw on common elements, such as reinforcement and error correction, modeling, prompting, technology, and visual supports. A quality assessment revealed consistent reporting strengths and highlighted areas where more robust reporting could increase confidence in the findings. Implications and recommendations for classroom reading instruction for students with autism and future research are discussed. En ligne : https://doi.org/10.1016/j.reia.2025.202745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243 Titre : Reading and language intervention for children at risk of dyslexia: a randomised controlled trial Type de document : texte imprimé 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 [article] Reading and language intervention for children at risk of dyslexia: a randomised controlled trial [texte imprimé] / 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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711 Titre : Reading and Phonological Skills in Boys with Fragile X Syndrome Type de document : texte imprimé 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 [article] Reading and Phonological Skills in Boys with Fragile X Syndrome [texte imprimé] / 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)  

Public ISBD [article]  inAutism Research > 10-12 (December 2017) . - p.2002-2022 Titre : Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder Type de document : texte imprimé 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 [article] Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder [texte imprimé] / 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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 17 (September 2015) . - p.126-134 Titre : Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography Type de document : texte imprimé 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 [article] Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography [texte imprimé] / 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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Do Individuals with Autism Change Their Reading Behavior to Adapt to Errors in the Text? / Martina MICAI in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

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Exploring 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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An 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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A 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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