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10-07-2020 | Original Paper

Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections

Auteurs: Karen S. Engel, Linnea C. Ehri

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2021

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Abstract

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.
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Metagegevens
Titel
Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections
Auteurs
Karen S. Engel
Linnea C. Ehri
Publicatiedatum
10-07-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 4/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-020-04596-z