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Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections / Karen S. ENGEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections Type de document : Texte imprimé et/ou numérique Auteurs : Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur Article en page(s) : p.1266-1280 Langues : Anglais (eng) Mots-clés : Autism Central coherence Reading comprehension Reading instruction Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280[article] Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections [Texte imprimé et/ou numérique] / Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur . - p.1266-1280.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280
Mots-clés : Autism Central coherence Reading comprehension Reading instruction Story retell Index. décimale : PER Périodiques Résumé : Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. En ligne : http://dx.doi.org/10.1007/s10803-020-04596-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base / Janet E. SPECTOR in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
[article]
Titre : Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base Type de document : Texte imprimé et/ou numérique Auteurs : Janet E. SPECTOR, Auteur Année de publication : 2011 Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : Autism Reading instruction Literacy Evidence-based practice Academics Index. décimale : PER Périodiques Résumé : This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.’s (J Autism Dev Disord 38:1311–1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes. En ligne : http://dx.doi.org/10.1007/s10803-010-1165-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1411-1422[article] Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base [Texte imprimé et/ou numérique] / Janet E. SPECTOR, Auteur . - 2011 . - p.1411-1422.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1411-1422
Mots-clés : Autism Reading instruction Literacy Evidence-based practice Academics Index. décimale : PER Périodiques Résumé : This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.’s (J Autism Dev Disord 38:1311–1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes. En ligne : http://dx.doi.org/10.1007/s10803-010-1165-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143