自閉癥相關(guān)外文翻譯（節(jié)選）

1、<p><b>　　翻譯1</b></p><p>　　出處：Joanne Arciuli, Gina Villar, Susan Colmar, et al. Home-based reading between mothers and their children with autism spectrum disorders[J]. Australian Journal of

2、Learning Difficulties, 2013, 18(1):17-33.</p><p>　　Home-based reading between mothers and their children with autism spectrum disorders</p><p>　　Introduction</p><p>　　Home-based rea

3、ding activities, commonly referred to as shared book reading (where parents read to their children) and oral-reading practice (where children read to their parents), are widely promoted as helpful for children’s reading

4、development (Swanson et al., 2011). While parents often engage in reading activities with their children for reasons other than the advancement of literacy (e.g., bonding: Audet, Evans, Williamson, & Reynolds, 2008),

5、 there is potential for children’s reading skills </p><p>　　di?culties. Indeed, educators and clinicians often encourage home-based reading activities in children with developmental disabilities. Here we sou

6、ght to explore the nature of home-based reading activities in families with a child diagnosed with an autism spectrum disorder (ASD). The key aim of the present study was to provide naturalistic data describing these par

7、ent-child reading interactions. We also sought to investigate the relationship between parental beliefs about the importance of parti</p><p>　　Reading acquisition in children with ASD</p><p>　　T

8、he reading level of many individuals with ASD is below the expected range for their age. A study by Mawhood, Howlin and Rutter (2000) reported on 19 participants who were ?rst assessed at 7–8 years of age and then follow

9、ed-up between 21–26 years of age. At follow-up, the mean reading accuracy level of participants was 12.17 years and the mean reading comprehension level was 10.64 years.</p><p>　　Difficulties have been repor

10、ted in terms of both accuracy and comprehension butcomprehension, in particular, appears to be an area of relative weakness for some children with ASD (Huemer & Mann, 2010; Nation, Clarke, Wright, & Williams, 200

11、6; Ricketts, 2011). Although a discrepancy between levels of accuracy and comprehension has been observed in some typically developing children (Hulme & Snowling, 2011), this pattern appears to be more common in chil

12、dren ASD. Around 6% of children with ASD dem</p><p>　　There is a lack of research investigating the e?cacy of reading interventions for children with ASD (Randi, Newman, & Grigorenko, 2010). Even less is

13、 known about the ways in which parents of children with ASD might support the development of their child’s decoding and comprehension skills through home reading activities (Chandler-Olcott & Kluth, 2008). Although t

14、he home reading environments of children with and without disabilities have been shown to be similar in terms of the types of books tha</p><p>　　read are important steps in identifying ways in which home-bas

15、ed reading might</p><p>　　enhance literacy development in children with ASD.</p><p>　　自閉癥兒童及其母親的家庭閱讀</p><p><b>　　引言</b></p><p>　　以家庭為基礎(chǔ)的閱讀活動(dòng)，通常被稱為共享閱讀（父母讀給他

16、們的孩子聽）和口頭閱讀練習(xí)（孩子讀給父母聽），因其有助于兒童閱讀能力的發(fā)展而被廣泛宣傳（Swanson et al., 2011）。父母與孩子一起閱讀除了有助于孩子識(shí)字之外，這種互動(dòng)式閱讀的過程也提高了孩子的閱讀能力。這是非常有價(jià)值的，因?yàn)樗兄谀切┐嬖陂喿x困難的、有發(fā)展障礙的兒童。事實(shí)上，教育工作者和臨床醫(yī)生經(jīng)常鼓勵(lì)對(duì)有發(fā)展障礙的兒童進(jìn)行家庭閱讀活動(dòng)。在這里，我們?cè)噲D探討被診斷為自閉癥譜系障礙（ASD）的兒童的家庭閱讀活動(dòng)的性質(zhì)。本

17、研究的主要目的是提供與這種親子閱讀活動(dòng)相關(guān)的數(shù)據(jù)。我們也試圖探討父母對(duì)這種學(xué)習(xí)策略重要性的意識(shí)以及在孩子朗讀練習(xí)活動(dòng)中父母實(shí)際行動(dòng)之間的聯(lián)系。</p><p>　　自閉癥兒童的閱讀習(xí)得</p><p>　　很多自閉癥患者的閱讀水平都低于與他們同齡人。 Mawhood,Howlin和Rutter （2000年）的一項(xiàng)研究中報(bào)告了19名參與者，其中包括年齡在7-8歲的兒童，和21-26歲的青年

18、。在隨訪期間，參與者的平均閱讀精準(zhǔn)水平為12.17歲，平均閱讀理解水平為10.64歲。</p><p>　　報(bào)道了一些自閉癥兒童的閱讀準(zhǔn)確性和理解能力方面相對(duì)薄弱。(Huemer 和Mann, 2010年； Nation, Clarke, Wright, 和 Williams, 2006年；Ricketts, 2011年)。盡管一些發(fā)育正常的兒童也會(huì)出現(xiàn)閱讀準(zhǔn)確性和理解水平的困難，但這種現(xiàn)象在自閉癥兒童中更為普遍

19、 (Hulme 和 Snowling， 2011年)。大約6%的自閉癥兒童表現(xiàn)出閱讀早慧（Calhoon，2001年），他們的單詞識(shí)別能力高于文字理解能力（詳見Newman et al.，2007年；Saldan?a， Carreiras 和 Frith， 2009年）。當(dāng)然，更多的自閉癥兒童存在口頭語言障礙（Kjelgaard 和 Tager-Flusberg，2001年），以及認(rèn)知與語用處理的不足 (Volden，Coolican,

20、，Garon,，White 和Bryson， 2008年)，這些反過來將影響他們的閱讀發(fā)展，特別是閱讀理解能力。</p><p>　　目前缺乏探討自閉癥兒童閱讀干預(yù)有效性的研究（Randi， Newman&和Grigorenko，2010年）。甚至很少有人知道自閉癥兒童的父母如何通過家庭閱讀活動(dòng)來幫助提高孩子理解能力的發(fā)展。雖然有成長(zhǎng)障礙和無成長(zhǎng)障礙的兒童在家庭閱讀環(huán)境中所用的書本類型相似，但是參與的水平

21、和難度不同 （Johnson， Bornman， Alant，2010年；Rashid， Morris和Sevcik，2005；Butz，Crocetti，Thompson和Lipkin，2009年）。有成長(zhǎng)障礙的兒童在交互式閱讀活動(dòng)過程中比較難從中享受閱讀的樂趣，更多的是對(duì)閱讀過程中需要集中精神而感到困擾。對(duì)父母與他們孩子的互動(dòng)以及家庭閱讀對(duì)兒童閱讀發(fā)展重要性的進(jìn)一步了解，將提高自閉癥兒童的閱讀能力的發(fā)展。</p>&l

22、t;p><b>　　翻譯2</b></p><p>　　出處：Nation K, Clarke P, Wright B, et al. Patterns of reading ability in children with autism spectrum disorder.[J]. Journal of Autism & Developmental Disorders, 20

23、06, 36(7):911-919.</p><p>　　Patterns of Reading Ability in Children with Autism SpectrumDisorder</p><p><b>　　Abstract</b></p><p>　　This study investigated reading skills

24、 in 41ders (ASD), systematic data concerning levels of reading children with autism spectrum disorder. Four components of reading skill were assessed: word recognition, nonword decoding, text reading accuracy and text co

25、mprehension.</p><p>　　Overall, levels of word and nonword reading and textreading accuracy fell within average range although reading comprehension was impaired. However, there was considerable variability a

26、cross the sample with performance on most tests ranging from ?oor to ceiling levels. Some chil-</p><p>　　dren read accurately but showed very poor comprehension, consistent with a hyperlexia reading pro?le;

27、some children were poor at reading words and nonwords whereas others were unable to decode nonwords, despite a reasonable level of word reading skill. These ?ndings demonstrate the het-erogeneous nature of reading skills

28、 in children with ASD.</p><p>　　Reading Accuracy and Autism</p><p>　　A number of studies highlight good reading accuracy skills in both adults (Rumsey & Hamburger, 1990) and children (Minshe

29、w, Goldstein, Taylor, & Siegel, 1994; O’Connor &Hermelin, 1994; O’Connor & Klein, 2004) with autism, and in some samples, reading accuracy is in excess of IQ- expected levels (Mayes & Calhoun, 2003; Szatm

30、ari, Tuff, Finlayson, & Bartolucci, 1990).Frith and Snowling (1983) investigated aspects of reading accuracy in a group of nine children with autism,</p><p>　　relative to a group of normally-developing c

31、hildren matched for reading level. One question they addressed concerned the strategies children with autism used to read words. They reasoned that rather than decoding or deciphering words using a phonological ‘sounding

32、-out’ strategy, children with autism may capitalise on rote memorisation and recognise words on the basis of shape or pattern recognition. To test this idea, Frith and Snowling asked children to read aloud nonwords. As n

33、onwords need to </p><p>　　skills, as is the case in normal reading development (e.g.,Goswami & Bryant, 1990).</p><p>　　自閉癥譜系障礙的兒童閱讀能力的模式</p><p><b>　　摘要</b></p>

34、<p>　　本文研究了關(guān)于自閉癥譜系障礙兒童閱讀水平的系統(tǒng)數(shù)據(jù)，41區(qū)分編碼規(guī)則下的閱讀技能。對(duì)閱讀能力的四個(gè)組成部分進(jìn)行了評(píng)估：?jiǎn)卧~識(shí)別，非單詞解碼、文本閱讀的準(zhǔn)確性和文本的理解?？偟膩碚f，在平均范圍內(nèi)的，單詞，非單詞閱讀和文本解讀的準(zhǔn)確性的下降，會(huì)使對(duì)于文本的理解受損。然而，在從下到上的文本范圍內(nèi)進(jìn)行試樣的過程中，這就呈現(xiàn)出相當(dāng)大的可變性。一些孩子能夠準(zhǔn)確誦讀，但理解較差，這與閱讀早慧的狀態(tài)是一致的；一些孩子對(duì)于單詞或

35、是詞組的閱讀能力較差，更無法進(jìn)行理解，盡管他們的閱讀單詞的技能在一個(gè)合理的水平范圍內(nèi)。這些研究結(jié)果表明自閉癥譜系障礙兒童閱讀技能的多樣化狀態(tài)。</p><p><b>　　閱讀準(zhǔn)確性和自閉癥</b></p><p>　　許多研究強(qiáng)調(diào)患有自閉癥的成人（Rumsey & Hamburger，1990）和兒童(Minshew, Goldstein, Taylor,

36、& Siegel, 1994; O’Connor &Hermelin, 1994; O’Connor & Klein, 2004)的閱讀準(zhǔn)確性的技巧，舉例說明，閱讀的精確性是超過IQ預(yù)期水平(Mayes & Calhoun, 2003; Szatmari, Tuff, Finlayson, &Bartolucci, 1990)。Frith 和 Snowling (1983)以9個(gè)自閉癥兒童為一組，

37、對(duì)他們的閱讀準(zhǔn)確度方面進(jìn)行了研究，并將其與匹配正常發(fā)育的兒童的閱讀能力相聯(lián)系。他們處理了一個(gè)有關(guān)自閉癥兒童用于閱讀單詞的策略的問題。他們推斷，自閉癥兒童并不是通過“所發(fā)出的聲音”的語音體系去識(shí)別或是解釋單詞，而是可能利用機(jī)械記憶，形狀或圖形識(shí)別。為了驗(yàn)證這個(gè)想法，F(xiàn)rith 和 Snowling要求孩子們大聲朗讀詞語。他們將文本與聲音進(jìn)行聯(lián)想，在此基礎(chǔ)上進(jìn)行非詞的解譯，如果自閉癥兒童嚴(yán)重依賴視覺策略，那么非詞閱讀應(yīng)該被放棄。然而，自閉癥