Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability / Jill H. ALLOR ; Stephanie AL OTAIBA ; Paul YOVANOFF ; Lauren LEJEUNE in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.71-83 Titre : Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Jill H. ALLOR, Auteur ; Stephanie AL OTAIBA, Auteur ; Paul YOVANOFF, Auteur ; Lauren LEJEUNE, Auteur Article en page(s) : p.71-83 Langues : Anglais (eng) Mots-clés : literacy  autism spectrum disorder  comprehensive reading program  reading intervention Index. décimale : PER Périodiques Résumé : This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention. En ligne : https://dx.doi.org/10.1177/10883576221137905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability [Texte imprimé et/ou numérique] / Jill H. ALLOR, Auteur ; Stephanie AL OTAIBA, Auteur ; Paul YOVANOFF, Auteur ; Lauren LEJEUNE, Auteur . - p.71-83. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.71-83 Mots-clés : literacy  autism spectrum disorder  comprehensive reading program  reading intervention Index. décimale : PER Périodiques Résumé : This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention. En ligne : https://dx.doi.org/10.1177/10883576221137905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

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