[article]
| Titre : |
Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur |
| Année de publication : |
2007 |
| Article en page(s) : |
p.244-251 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. |
| En ligne : |
http://dx.doi.org/10.1177/10883576070220040601 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 |
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251
[article] Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays [Texte imprimé et/ou numérique] / Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur . - 2007 . - p.244-251. Langues : Anglais ( eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. |
| En ligne : |
http://dx.doi.org/10.1177/10883576070220040601 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 |
|
Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)
