Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 Titre : Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur Année de publication : 2012 Article en page(s) : p.135-146 Langues : Anglais (eng) Mots-clés : young adults  autism  reading intervention  comprehensionfactual  inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur . - 2012 . - p.135-146. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 Mots-clés : young adults  autism  reading intervention  comprehensionfactual  inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100 Titre : Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur Article en page(s) : p.89-100 Langues : Anglais (eng) Mots-clés : intellectual disability  special education  adult learners  reading comprehension  vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability [Texte imprimé et/ou numérique] / Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur . - p.89-100. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100 Mots-clés : intellectual disability  special education  adult learners  reading comprehension  vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

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