Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD)

REFERENCES

• Akechi, H., Senju, A., Kikuchi, Y., Tojo, Y., Osanai, H., & Hasegawa, T. (2011). Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study. Research in Autism Spectrum Disorders, 5(3), 1230–1242. doi: http://dx.doi.org/10.1016/j.rasd.2011.01.013
   Google Scholar
• American Psychological Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-V). Arlington, VA: Author.
   Google Scholar
• Baron-Cohen, S., Baldwin, D., & Crowson, M. (1997). Do children with autism use the speaker's direction of gaze strategy to crack the code of language? Child Development, 68, 48–57.
   PubMed Web of Science ®Google Scholar
• Brown, H., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the Autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. doi: 10.1007/s10803-012-1638-1
   PubMed Web of Science ®Google Scholar
• Brown, H., Weighall, A., Henderson, L., & Gaskell, G. (2012). Enhanced recognition and recall of new words in 7- and 12-year-olds following a period of offline consolidation. Journal of Experimental Child Psychology, 112(1), 56–72. doi: 10.1016/j.jecp.2011.11.010
   PubMed Web of Science ®Google Scholar
• Cain, K., Oakhill, J., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681–694. doi: 10.1017/s0305000903005713
   PubMed Web of Science ®Google Scholar
• Carnine, D., Kameenui, E., & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188–204. doi: 10.2307/747362
   Web of Science ®Google Scholar
• Cunningham, A., & Stanovich, K. (2001). Vocabularly growth though independant reading and reading aloud to children. In E. H. Hieberty & M. L. Kamil (Eds.), Teaching and learning vocabuarly: Bridging research to practice (pp. 45–68). Taylor & Francis e-Library. Retrieved from http://books.google.co.uk/books?hl=en&lr=&id=eDAtxvpcdmwC&oi=fnd&pg=PA45&dq=Cunningham+%26+Stanovich,+2001+vocabulary+reading&ots=rFDwAUD6X3&sig=3ORgsIKiCGz0wg56dO8L5TlaTgE#v=onepage&q=Cunningham%20%26%20Stanovich%2C%202001%20vocabulary%20reading&f=false
   Google Scholar
• Dumay, N., & Gaskell, M. G. (2007). Sleep-associated changes in the mental representation of spoken words. Psychological Science, 18(1), 35–39.
   PubMed Web of Science ®Google Scholar
• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. doi: 10.1207/s1532799xssr0902_4
   Web of Science ®Google Scholar
• Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implication for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135–163. doi: 10.1080/1057356980140202
   Google Scholar
• Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27(1), 13–26.
   Google Scholar
• Frost, L., & Bondy, A. (1994). The picture exchange communication system training manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.
   Google Scholar
• Gardner, M. (1990a). Expressive one-word picture vocabulary test (Revised): Manual. Novato, CA: Academic Therapy Publications.
   Google Scholar
• Gardner, M. (1990b). Receptive one-word picture vocabulary test (Revised): Manual. Novato, CA: Academic Therapy Publications.
   Google Scholar
• Gliga, T., Elsabbagh, M., Hudry, K., Charman, T., Johnson, M. H., & The, B. T. (2012). Gaze following, gaze reading, and word learning in children at risk for autism. Child Development, 83(3), 926–938. doi: 10.1111/j.1467-8624.2012.01750.x
   PubMed Web of Science ®Google Scholar
• Henderson, L., Powell, A., Gaskell, G., & Norbury, C. (in press). Learning and consolidation of new vocabulary in autism spectrum disorder. Developmental Science.
   Google Scholar
• Henderson, L., Weighall, A., Brown, H., & Gaskell, G. (2012). Consolidation of vocabulary is associated with sleep in children. Developmental Science, 15(5), 674–687. doi: 10.1111/j.1467-7687.2012.01172.x
   PubMed Web of Science ®Google Scholar
• Henderson, L., Weighall, A., & Gaskell, G. (2013). Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration. Journal of Experimental Child Psychology, 116(3), 572–592.
   Google Scholar
• Herman, P., Anderson, R., Pearson, P., & Nagy, W. (1987). Incidental acquisition of word meaning from expositions with varied text features. Reading Research Quarterly, 22(3), 263–284. doi: 10.2307/747968
   Web of Science ®Google Scholar
• Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., Aldred, C., … the, P. C. (2010). Preschoolers with autism show greater impairment in receptive compared with expressive language abilities. International Journal of Language & Communication Disorders, 45(6), 681–690. doi: 10.3109/13682820903461493
   PubMed Web of Science ®Google Scholar
• Hulme, C., Goetz, K., Gooch, D., Adams, J., & Snowling, M. J. (2007). Paired-associate learning, phoneme awareness, and learning to read. Journal of Experimental Child Psychology, 96(2), 150–166. doi: 10.1016/j.jecp.2006.09.002
   PubMed Web of Science ®Google Scholar
• Jenkins, J., Stein, M., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21(4), 767–787. doi: 10.3102/00028312021004767
   Web of Science ®Google Scholar
• Jones, C., Happé, F., Golden, H., Marsden, A., 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. doi: 10.1037/a0016360
   PubMed Web of Science ®Google Scholar
• Kelly, D., Walker, R., & Norbury, C. (2013). Deficits in volitional oculomotor control align with language status in autism spectrum disorders. Developmental Science, 16(1), 56–66. doi: 10.1111/j.1467-7687.2012.01188.x
   PubMed Web of Science ®Google Scholar
• Kjelgaard, M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2–3), 287–308. doi: 10.1080/01690960042000058
   PubMed Web of Science ®Google Scholar
• Kuhl, P. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10(1), 110–120. doi: 10.1111/j.1467-7687.2007.00572.x
   PubMed Web of Science ®Google Scholar
• Kuhl, P., Coffey-Corina, S., Padden, D., & Dawson, G. (2005). Links between social and linguistic processing of speech in preschool children with autism: Behavioral and electrophysiological measures. Developmental Science, 8(1), F1–F12. doi: 10.1111/j.1467-7687.2004.00384.x
   PubMed Web of Science ®Google Scholar
• Lord, C., Risi, S., Lambrecht, L., Cook, E., Leventhal, B., DiLavore, P.,  … Rutter, M. (2000). The autism diagnostic observation schedule—Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. doi: 10.1023/a:1005592401947
   PubMed Web of Science ®Google Scholar
• Luyster, R., & Lord, C. (2009). Word learning in children with autism spectrum disorders. Developmental Psychology, 45(6), 1774–1786. doi: 10.1037/a0016223
   PubMed Web of Science ®Google Scholar
• de Marchena, A., Eigsti, I.-M., Worek, A., Ono, K. E., & Snedeker, J. (2011). Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis. Cognition, 119(1), 96–113. doi: http://dx.doi.org/10.1016/j.cognition.2010.12.011
   Google Scholar
• McDuffie, A., Yoder, P., & Stone, W. (2006). Fast-mapping in young children with autism spectrum disorders. First Language, 26(4), 421–438. doi: 10.1177/0142723706067438
   Google Scholar
• Mengoni, S. E., Nash, H., & Hulme, C. (2013). The benefit of orthographic support for oral vocabulary learning in children with Down syndrome. Journal of Child Language, 40(1), 221–243.
   Google Scholar
• Muneaux, M., & Ziegler, J. (2004). Locus of orthographic effects in spoken word recognition: Novel insights from the neighbour generation task. Language and Cognitive Processes, 19(5), 641–660. doi: 10.1080/01690960444000052
   Web of Science ®Google Scholar
• Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253.
   Web of Science ®Google Scholar
• Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(7), 911–919. doi: 10.1007/s10803-006-0130-1
   PubMed Web of Science ®Google Scholar
• Nation, K., & Snowling, M. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory & Language, 39(1), 85.
   Web of Science ®Google Scholar
• Nation, K., Snowling, M., & Clarke, P. (2007). Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension. Advances in Speech Language Pathology, 9(2), 131–139. doi: 10.1080/14417040601145166
   Google Scholar
• Nelson, J. R., Balass, M., & Perfetti, C. A. (2005). Differences between written and spoken input in learning new words. Written Language & Literacy, 8(2), 25–44.
   Google Scholar
• NICHD. (2010). Put Reading First: Kindergarten Through Grade 3. Vocabulary Instruction. Retrieved April 8, 2013, from http://www.nichd.nih.gov/publications/pubs/prf_k-3/Pages/PRF-teachers-k-3-vocab.aspx
   Google Scholar
• Norbury, C., Griffiths, H., & Nation, K. (2010). Sound before meaning: Word learning in autistic disorders. Neuropsychologia, 48(14), 4012–4019. doi: http://dx.doi.org/10.1016/j.neuropsychologia.2010.10.015
   PubMed Web of Science ®Google Scholar
• Norbury, C., & Nation, K. (2011). Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill. Scientific Studies of Reading, 15(3), 191–210. doi: 10.1080/10888431003623553
   Web of Science ®Google Scholar
• Parish-Morris, J., Hennon, E., Hirsh-Pasek, K., Golinkoff, R., & Tager-Flusberg, H. (2007). Children with autism illuminate the role of social intention in word learning. Child Development, 78(4), 1265–1287. doi: 10.1111/j.1467-8624.2007.01065.x
   PubMed Web of Science ®Google Scholar
• Potts, G., John, M., & Kirson, D. (1989). Incorporating new information into existing world knowledge. Cognitive Psychology, 21(3), 303–333. doi: http://dx.doi.org/10.1016/0010-0285(89)90011-X
   Google Scholar
• Preissler, M. (2008). Associative learning of pictures and words by low-functioning children with autism. Autism, 12(3), 231–248. doi: 10.1177/1362361307088753
   PubMed Web of Science ®Google Scholar
• Preissler, M., & Carey, S. (2005). The role of inferences about referential intent in word learning: Evidence from autism. Cognition, 97(1), B13–B23. doi: http://dx.doi.org/10.1016/j.cognition.2005.01.008
   Google Scholar
• 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. doi: 10.1007/s10803-010-0938-6
   PubMed Web of Science ®Google Scholar
• Rastle, K., McCormick, S., Bayliss, L., & Davis, C. J. (2011). Orthography influences the perception and production of dpeech. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1588–1594.
   PubMed Web of Science ®Google Scholar
• Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36(2), 321–339. doi: 10.1016/0022-0965(83)90036-x
   Web of Science ®Google Scholar
• Remington, A., Swettenham, J., & Lavie, N. (2012). Selective attention, perceptual load and conscious awareness in autism spectrum disorder. Journal of Abnormal Psychology, 121, 544–551.
   PubMed Web of Science ®Google Scholar
• Ricketts, J., Bishop, D., & Nation, K. (2008). Investigating orthographic and semantic aspects of word learning in poor comprehenders. Journal of Research in Reading, 31(1), 117–135. doi: 10.1111/j.1467-9817.2007.00365.x
   Web of Science ®Google Scholar
• Ricketts, J., Bishop, D., & Nation, K. (2009). Orthographic facilitation in oral vocabulary acquisition. The Quarterly Journal of Experimental Psychology, 62(10), 1948–1966. doi: citeulike-article-id:7209739
   Web of Science ®Google Scholar
• Rosenthal, J., & Ehri, L. C. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100(1), 175–191. doi: 10.1037/0022-0663.100.1.175
   Web of Science ®Google Scholar
• Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. doi: 10.1080/10573560590949359
   Google Scholar
• Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime user's guide. Pittsburgh: Psychology Software Tools, Inc.
   Google Scholar
• Simcock, G., & DeLoache, J. (2006). Get the picture? The effects of iconicity on toddlers’ reenactment from picture books. Developmental Psychology, 42(6), 1352–1357.
   PubMed Web of Science ®Google Scholar
• Simcock, G., & DeLoache, J. (2008). The effect of repetition on infants’ imitation from picture books varying in iconicity. Infancy, 13(6), 687–697. doi: 10.1080/15250000802459102
   Web of Science ®Google Scholar
• Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children with autism. Journal of Speech, Language, and Hearing Research, 50, 149–160.
   PubMed Web of Science ®Google Scholar
• Snowling, M., Nash, H., & Henderson, L. (2008). The development of literacy skills in children with Down syndrome: Implications for intervention. Down Syndrome Research and Practice, 13, 62–67. doi: 10.3104/reviews/2066
   Google Scholar
• Tamminen, J., Payne, J., Stickgold, R., Wamsley, E., & Gaskell, M. G. (2010). Sleep spindle activity is associated with the integration of new memories and existing knowledge. Journal of Neuroscience, 30(43), 14356–14360. doi: 10.1523/JNEUROSCI.3028-10.2010
   PubMed Web of Science ®Google Scholar
• Tare, M., Chiong, C., Ganea, P., & DeLoache, J. (2010). Less is more: How manipulative features affect children's learning from picture books. Journal of Applied Developmental Psychology, 35(5), 395–400. doi: 10.1016/j.appdev.2010.06.005
   Web of Science ®Google Scholar
• Torgesen, J., Wagner, R., & Rashotte, C. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
   Google Scholar
• Wang, H., Castles, A., & Nickels, L. (2012). Word regularity affects orthographic learning. The Quarterly Journal of Experimental Psychology, 65(5), 856–864. doi: 10.1080/17470218.2012.672996
   PubMed Web of Science ®Google Scholar
• Wechsler, D. (1999). Wechsler abbreviated scales of intelligence (WASI). San Antonio, TX: Harcourt Assesment.
   Google Scholar
• World Health Organization. (1992). International statistical classification of diseases and related health problems (ICD-10). Geneva: Author.
   Google Scholar