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Détail de l'auteur
Auteur Elizabeth M. JACKSON |
Documents disponibles écrits par cet auteur (1)
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Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism / Elizabeth M. JACKSON in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)
[article]
Titre : Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth M. JACKSON, Auteur ; Mary Frances HANLINE, Auteur Article en page(s) : p.90-100 Mots-clés : autism spectrum disorder, elementary, science, storybook, reading, literacy, educational, evidence-based practices, prompts Index. décimale : PER Périodiques Résumé : Learning science is important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools. Reading to learn science is, therefore, a vital skill in today?s schools for all students. Using a single-case reversal design, this study evaluated the effectiveness of Reading to Engage Children with Autism in Language and Literacy (RECALL; a shared reading intervention) combined with a concept map on the ability of young children with ASD to answer comprehension questions from science text. Two 5-year-old boys with ASD participated in this study. Results indicated that RECALL combined with a concept map was effective in increasing participants? correct responding to comprehension questions from science text. Implications for intervention and research are discussed. En ligne : https://doi.org/10.1177/1088357619889933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.90-100[article] Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism [Texte imprimé et/ou numérique] / Elizabeth M. JACKSON, Auteur ; Mary Frances HANLINE, Auteur . - p.90-100.
in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.90-100
Mots-clés : autism spectrum disorder, elementary, science, storybook, reading, literacy, educational, evidence-based practices, prompts Index. décimale : PER Périodiques Résumé : Learning science is important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools. Reading to learn science is, therefore, a vital skill in today?s schools for all students. Using a single-case reversal design, this study evaluated the effectiveness of Reading to Engage Children with Autism in Language and Literacy (RECALL; a shared reading intervention) combined with a concept map on the ability of young children with ASD to answer comprehension questions from science text. Two 5-year-old boys with ASD participated in this study. Results indicated that RECALL combined with a concept map was effective in increasing participants? correct responding to comprehension questions from science text. Implications for intervention and research are discussed. En ligne : https://doi.org/10.1177/1088357619889933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422