Résumés
Résumé
Ce travail vise à préciser les difficultés en compréhension de lecture d’enfants porteurs de troubles du spectre autistique sans déficience intellectuelle (TSA sans DI). Dix enfants TSA sans DI ont été évalués en identification de mots écrits et en compréhension orale et écrite (littérale, inférentielle de cohésion et basée sur les connaissances) à l’aide d’épreuves informatisées. Une dissociation était attendue entre des capacités préservées en identification de mots écrit et déficitaires en compréhension particulièrement en traitement inférentiel. La grande hétérogénéité des résultats ne permet pas de retrouver cette dissociation. Toutefois, tous les enfants présentaient des difficultés dans au moins un des processus de l’habileté en lecture. Malgré le caractère restreint de l’effectif qui limite la généralisation des résultats, cette étude souligne la nécessité d’évaluer précisément l’habileté en lecture chez les enfants TSA sans DI afin de comprendre leurs difficultés et pouvoir ainsi leur proposer une remédiation adaptée.
Mots-clés :
- compréhension en lecture,
- HFASD,
- évaluation,
- traitement inférentiel
Abstract
The aim of this study is to precise the reading comprehension deficit of high functioning children with autism spectrum disorders (HFASD). Ten children with HFASD have been tested in decoding, listening and silent reading comprehension tasks (literal, text-connecting and knowledge-based inferences) using a computerized assessment. A dissociation was expected with preserved decoding skills and low comprehension processes especially for inferential processing. The large heterogeneity in children with HFASD performances did not permit to find this dissociation, however, they all present difficulties in at least one of the reading processing. Despite the lack of generalizability of results due to the restricted sample, this study emphasizes the need to evaluate precisely reading skills in children with HFASD in order to understand their difficulties and be able to offer them appropriate remediation.
Keywords:
- reading comprehension,
- HFASD,
- evaluation,
- inferential processing
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Remerciements
Les auteurs sont très reconnaissants à la société ADEPRIO pour la conception du logiciel utilisé dans cette étude. Nous remercions le docteur Yves-Claude Blanchon, responsable du Centre Léo Kanner (pôle de référence Autisme du CHU de Saint-Etienne - Hôpital Nord) qui a permis la réalisation de cette étude en favorisant l’accès aux patients ainsi que Daniel Jabouley, orthophoniste du centre, sans lequel les passations n’auraient pu avoir lieu. Enfin, les auteurs remercient les familles et les enfants qui ont accepté de participer.
Bibliographie
- Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008). Diagnosis and treatment of reading disabilities based on the Component Model of Reading: An alternative to the discrepancy model of LD. Journal of Learning Disabilities, 41(1), 67–84. https://doi.org/10.1177/0022219407310838
- Asberg, J., Dahlgren, S., & Sandberg, A. D. (2008). Basic reading skills in high-functioning swedish children with autism spectrum disorders or attention disorder. Research in Autism Spectrum Disorders, 2(1), 95–109. Doi: 10.1016/j.rasd.2007.03.2006
- Asberg, J., & Dahlgren Sandberg, A. (2012). Dyslexic, delayed, precocious or just normal? Word reading skills of children with autism spectrum disorders. Journal of Research in Reading, 35(1), 20–31.
- Atkin, K., & Lorch, M. P. (2006). Hyperlexia in a 4-year-old boy with autistic spectrum disorder. Journal of Neurolinguistics, 19(4), 253–269. https://doi.org/10.1016/j.jneuroling.2005.11.006
- Auphan, P., Ecalle, J., & Magnan, A. (2018). Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9. European Journal of Psychology of Education, 1-23.
- Cain, K., & Oakhill, J. (2006). Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76(4), 697–708.
- Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11(5–6), 489–503. Doi: 10.1023/A:1008084120205
- Carlson, S. E., Seipel, B., & McMaster, K. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences, 32, 40–53.
- Davidson, M. M., & Weismer, E.S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44(4), 828–845. Doi: 10.1007/s10803-013-1936-2
- Ebert, K. D., & Scott, C. M. (2016). Bringing the Simple View of Reading to the clinic: Relationships between oral and written language skills in a clinical sample. Journal of Communication Disorders, 62, 147–160. Doi: 10.1016/j.jcomdis.2016.07.002
- Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1(4), 329–342.
- Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. Doi/abs/10.1177 /074193258600700104
- Henderson, L.-M., Clarke, P., & Snowling, M. (2014). Reading comprehension impairments in autism spectrum disorder. L’Annee Psychologique, 779–797. Doi: 10.4074/S0003503314004084
- Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing, 2(2), 127–160.
- Jacobs, D., & Richdale, A. (2014). Language and literacy subtypes in young children with a high-functioning autism spectrum disorder. Communication in Autism, 11, 147.
- Jolliffe, T., & Baron-Cohen, S. (1999). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71(2), 149–185. Doi: 10.1016/S0010-0277(99)00022-0
- Jolliffe, T., & Baron-Cohen, S. (1999b). The strange stories test: A replication with high-functioning adults with autism or Asperger syndrome. Journal of Autism and Developmental Disorders, 29(5), 395–406.
- Jolliffe, T., & Baron-Cohen, S. (2000). Linguistic processing in high-functioning adults with autism or Asperger’s syndrome. Is global coherence impaired? Psychological Medicine, 30(5), 1169–1187. Doi: 10.1017/S0033 29179900241X
- Jones, C. R. G., Happé, F., Golden, H., Marsden, A. J. S., Tregay, J., Simonoff, E., Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23(6), 718–728. https://doi.org/10.1037/a0016 360
- Lété, B., Sprenger-Charolles, L., & Colé, P. (2004). MANULEX: A grade-level lexical database from French elementary school readers. Behavior Research Methods, Instruments, & Computers, 36(1), 156–166.
- Lin, C.-S., Chang, S.-H., Liou, W.-Y., & Tsai, Y.-S. (2013). The development of a multimedia online language assessment tool for young children with autism. Research in Developmental Disabilities, 34(10), 3553–3565. https://doi.org/10.10 16/j.ridd.2013.06.042
- Lord, C., Rutter, M., DiLavore, P., & Risi, S. (1999). Autism Diagnostic Observation Schedule (ADOS) Manual. Los Angeles, CA: Western Psychological Services.
- Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685.
- Loukusa, S., Leinonen, E., Kuusikko, S., Jussila, K., Mattila, M.-L., Ryder, N., Moilanen, I. (2007). Use of context in pragmatic language comprehension by children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 37(6), 1049–1059. Doi: 10.1007/s10803-006-0247-2
- Loukusa, S., & Moilanen, I. (2009). Pragmatic inference abilities in individuals with Asperger syndrome or high-functioning autism: A review. Research in Autism Spectrum Disorders, 3(4), 890–904. https://doi.org/10.1016/j.rasd.2009.05.002
- Lucas, R., & Norbury, C. F. (2014). Levels of text comprehension in children with autism spectrum disorders (ASD): The influence of language phenotype. Journal of Autism and Developmental Disorders, 44(11), 2756–2768.
- Martin, I., & McDonald, S. (2003). Weak coherence, no theory of mind, or executive dysfunction? Solving the puzzle of pragmatic language disorders. Brain and Language, 85(3), 451–466.
- McIntyre, N. S., Solari, E. J., Grimm, R. P., Lerro, L. E., Gonzales, J. E., & Mundy, P. C. (2017). A comprehensive examination of reading heterogeneity in students with high functioning autism: Distinct reading profiles and their relation to autism symptom severity. Journal of Autism and Developmental Disorders, 1–16. https://doi.org/10.1007/s10803-017-3029-0
- Minshew, N. J., Goldstein, G., & Siegel, D. J. (1995). Speech and language in high-functioning autistic individuals. Neuropsychology, 9(2), 255.
- Moore, D., McGrath, P., & Thorpe, J. (2000). Computer-aided learning for people with autism: A framework for research and development. Innovations in Education and Teaching International, 37(3), 218–228. doi/abs/10.1080/13558 000050138452
- Newman, T. M., Macomber, D., Naples, A. J., Babitz, T., Volkmar, F., & Grigorenko, E. L. (2007). Hyperlexia in children with autism spectrum disorders. JournalofAutism and Developmental Disorders, 37(4), 760–774. Doi: 10.1007/s10803-006-0206-y
- Norbury, C. F., & Bishop, D. V. M. (2002). Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high-functioning autism. InternationalJournal of Language & Communication Disorders, 37(3), 227–251. https://doi.org/10.1080/136828202 10136269
- Oakhill, J., & Cain, K. (2007). Issues of causality in children’s reading comprehension. Dans D.S. McNamara (dir), Reading comprehension strategies: Theories, interventions, and technologies (2012, p.47–72). Psychology Press.
- Paynter, J., Westerveld, M. F., & Trembath, D. (2016). Reading assessment in children with autism spectrum disorder. Journal of Psychologists and Counsellors in Schools, 26(2), 205–217.
- Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. http://dx.doi.org/10.1080/10888430701 530730
- Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. Doi: 10.1080/ 10888438.2013.827687
- Potocki, A., Bouchafa, H., Magnan, A., & Ecalle, J. (2014). Évaluation de la compréhension écrite de récits chez l’enfant de 7 à 10 ans : vers des profils de compreneurs. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 64(5), 229–239. https://doi.org/10.1016/j.erap. 2014.08.001
- Protopapas, A., Simos, P. G., Sideridis, G. D., & Mouzaki, A. (2012). The components of the Simple View of Reading: A confirmatory factor analysis. Reading Psychology, 33(3), 217–240. https://doi.org/10.1080/02702711.2010.507626
- Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13(2), 212–218. https://doi.org/10.1016/S0959-43 88(03)00035-7
- Randi, J., Newman, T., & Grigorenko, E. L. (2010). Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders, 40(7), 890–902. https://doi.org/10.1007/s10803-010-0938-6
- Riviere, J.-P., De La Haye, F., Gombert, J.-E., & Rocher, T. (2010). Les jeunes Français face à la lecture: nouvelles pistes méthodologiques pour l’évaluation massive des performances cognitives. Revue Française de Linguistique Appliquée, 15(1), 121–144.
- Saldaña, D., & Frith, U. (2007). Do readers with autism make bridging inferences from world knowledge? Journal of Experimental Child Psychology, 96(4), 310–319. https://doi.org/10.1016/j.jecp. 2006.11.002
- Singleton, C., Horne, J., & Simmons, F. (2009). Computerised screening for dyslexia in adults. Journal of Research in Reading, 32(1), 137–152. doi: 10.1097/01.TLD.0000285358.33545.79
- Tirado, M. J., & Saldaña, D. (2016). Readers with autism can produce inferences, but they cannot answer inferential questions. Journal of Autism and Developmental Disorders, 46(3), 1025–1037.
- Westerveld, M. F., Trembath, D., Shellshear, L., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism spectrum disorder. The Journal of Special Education, 50(1), 37–48.
- Williamson, P., Carnahan, C. R., & Jacobs, J. A. (2012). Reading comprehension profiles of high-functioning students on the autism spectrum: A grounded theory. Exceptional Children, 78(4), 449–469.
- Zuccarello, R., Di Blasi, F. D., Zingale, M., Panerai, S., Finocchiaro, M., Trubia, G., Zoccolotti, P. (2015). Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography. Research in Autism Spectrum Disorders, 17, 126–134. https://doi.org/10.1016/j.rasd.2015.06.013