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

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