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Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review / Susannah A. BOYLE in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Susannah A. BOYLE, Auteur ; David MCNAUGHTON, Auteur ; Shelley E. CHAPIN, Auteur Article en page(s) : p.205-214 Langues : Anglais (eng) Mots-clés : augmentative and alternative communication dialogic reading interactive reading shared story reading story-based lessons Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts. En ligne : https://doi.org/10.1177/1088357619838276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.205-214[article] Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review [Texte imprimé et/ou numérique] / Susannah A. BOYLE, Auteur ; David MCNAUGHTON, Auteur ; Shelley E. CHAPIN, Auteur . - p.205-214.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.205-214
Mots-clés : augmentative and alternative communication dialogic reading interactive reading shared story reading story-based lessons Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts. En ligne : https://doi.org/10.1177/1088357619838276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities / Pamela J. MIMS in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)
[article]
Titre : Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. MIMS, Auteur ; Melissa HUDSON, Auteur ; Diane M. BROWDER, Auteur Année de publication : 2012 Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : shared story reading read-alouds biography developmental disabilities listening comprehension literacy intellectual disability general curriculum access adapted books nonfiction literature middle school Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80[article] Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities [Texte imprimé et/ou numérique] / Pamela J. MIMS, Auteur ; Melissa HUDSON, Auteur ; Diane M. BROWDER, Auteur . - 2012 . - p.67-80.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80
Mots-clés : shared story reading read-alouds biography developmental disabilities listening comprehension literacy intellectual disability general curriculum access adapted books nonfiction literature middle school Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166