[article]
Titre : |
Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur |
Article en page(s) : |
p.1303-1322 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism spectrum disorders Reading comprehension Reading intervention Synthesis |
Index. décimale : |
PER Périodiques |
Résumé : |
The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. |
En ligne : |
http://dx.doi.org/10.1007/s10803-013-1989-2 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 |
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322
[article] Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research [Texte imprimé et/ou numérique] / Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur . - p.1303-1322. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322
Mots-clés : |
Autism spectrum disorders Reading comprehension Reading intervention Synthesis |
Index. décimale : |
PER Périodiques |
Résumé : |
The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. |
En ligne : |
http://dx.doi.org/10.1007/s10803-013-1989-2 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 |
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