The Effect of a Family Member–Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China.

Autor: Li, Huan¹ (AUTHOR) lihuanswu@gmail.com, An, Ning² (AUTHOR), Deng, Li¹ (AUTHOR), Yu, Jing¹ (AUTHOR), Zeng, Shuo¹ (AUTHOR)

Publikováno v: Focus on Autism & Other Developmental Disabilities. Dec2024, Vol. 39 Issue 4, p249-259. 11p.

The Effects of Functional Reading Activities to Motivate and Empower for Autistic Young Adults: A Single-Case Design Study.

Autor: Prahla, Alison¹ alison_prahl@baylor.edu

Publikováno v: American Journal of Speech-Language Pathology. Nov2024, Vol. 33 Issue 6, p2805-2822. 18p.

Examining the Associations Between Parent Concerns and School-Age Children's Language and Reading Abilities: A Comparison of Samples Recruited for In-School Versus Online Participation.

Autor: Chan, Jessica^1,2, Adlof, Suzanne M.¹ sadlof@mailbox.sc.edu, Duff, Dawna³, Mitchell, Alexis¹, Ragunathan, Maalavika³, Ehrhorn, Anna M.¹

Publikováno v: Language, Speech & Hearing Services in Schools. Apr2022, Vol. 53 Issue 2, p431-444. 14p. 5 Charts.

Examining the Word-Level Skill and Reading Comprehension Profiles of Adolescents With and Without Specific Learning Disabilities.

Autor: Richmond, Cassidi L.¹ cdh2ry@virginia.edu, Daucourt, Mia C.², Hart, Sara A.², Solari, Emily J.¹

Publikováno v: Learning Disability Quarterly. Aug2024, Vol. 47 Issue 3, p167-181. 15p.

Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children.

Autor: Misiunaite I; Department of Psychology, Loyola University Chicago, Chicago, IL, USA., Davidson D; Department of Psychology, Loyola University Chicago, Chicago, IL, USA. ddavids@luc.edu., Sawyer B; Department of Psychology, Loyola University Chicago, Chicago, IL, USA.

Publikováno v: Journal of autism and developmental disorders [J Autism Dev Disord] 2024 Jul 15. Date of Electronic Publication: 2024 Jul 15.