[article] 
inAutism > 23-1 (January 2019) . - p.236-246

Titre :	Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Amy L. ACCARDO, Auteur ; E. G. FINNEGAN, Auteur
Article en page(s) :	p.236-246
Langues :	Anglais (eng)
Mots-clés :	autism spectrum disorders  cognition (attention, learning, memory)  communication and language  education services  school-age children  self-efficacy  integration strategy  question generation  students  children  instruction  education  intervention  individuals  literacy  Psychology
Index. décimale :	PER Périodiques
Résumé :	Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.
En ligne :	http://dx.doi.org/10.1177/1362361317730744
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

[article] Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; E. G. FINNEGAN, Auteur . - p.236-246.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.236-246

Mots-clés :	autism spectrum disorders  cognition (attention, learning, memory)  communication and language  education services  school-age children  self-efficacy  integration strategy  question generation  students  children  instruction  education  intervention  individuals  literacy  Psychology
Index. décimale :	PER Périodiques
Résumé :	Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.
En ligne :	http://dx.doi.org/10.1177/1362361317730744
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379