| Titre : |
Effects of fluency instruction on selection-based and topography-based comprehension measures |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Clarissa S. BARNES, Auteur ; Ruth Anne REHFELDT, Auteur |
| Article en page(s) : |
p.639-647 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Reading fluency Reading comprehension Topography-based verbal behavior Selection-based verbal behavior |
| Index. décimale : |
PER Périodiques |
| Résumé : |
A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2013.02.010 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 |
Effects of fluency instruction on selection-based and topography-based comprehension measures in Research in Autism Spectrum Disorders, 7-6 (June 2013)
