[article]
| Titre : |
Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Karen S. ENGEL, Auteur ; Linnea C. EHRI, Auteur |
| Article en page(s) : |
p.1266-1280 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Central coherence Reading comprehension Reading instruction Story retell |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N?=?10) while a control group (N?=?10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-020-04596-z |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 |
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1266-1280
|
Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
