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The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
[article]
Titre : The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : So Yeon KIM, Auteur ; Mandy RISPOLI, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Matthew T. BRODHEAD, Auteur Article en page(s) : p.3608-3622 Langues : Anglais (eng) Mots-clés : Autism Reading Narrative story Comprehension Engagement Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. En ligne : https://doi.org/10.1007/s10803-018-3633-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3608-3622[article] The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / So Yeon KIM, Auteur ; Mandy RISPOLI, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Matthew T. BRODHEAD, Auteur . - p.3608-3622.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3608-3622
Mots-clés : Autism Reading Narrative story Comprehension Engagement Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. En ligne : https://doi.org/10.1007/s10803-018-3633-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369