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Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research / Farah EL ZEIN in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
[article]
Titre : Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research Type de document : Texte imprimé et/ou numérique Auteurs : Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur Article en page(s) : p.1303-1322 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Reading comprehension Reading intervention Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322[article] Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research [Texte imprimé et/ou numérique] / Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur . - p.1303-1322.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322
Mots-clés : Autism spectrum disorders Reading comprehension Reading intervention Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233