Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

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

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.

vorige artikel Explaining Variance in Social Symptoms of Children with Autism Spectrum Disorder

volgende artikel Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees

Alleen toegankelijk voor geautoriseerde gebruikers

Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105–1122.CrossRef

Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. Minneapolis, MN: Pearson Assessments.

Elosúa, M. R., García-Madruga, J. A., Vila, J. O., Gòmez-Veiga, I., & Gil, L. (2013). Improving reading comprehension: From metacognitive intervention on strategies to the intervention on working memory executive processes. Universitas Psychologica, 12(5), 1425–1438.CrossRef

Fountas, I. C., & Pinnell, G. S. (2010). Fountas & Pinnell benchmark assessment system 1. Portsmouth, NH: Heinemann.

Frith, U. (1989). Autism: Explaining the enigma. Malden, MA: Blackwell Publishing.

Frith, U. (2003). Autism: Explaining the enigma (2nd ed.). Malden, MA: Blackwell Publishing.

Hala, S., Pexman, P. M., & Glenwright, M. (2007). Priming the meaning of homographs in typically developing children and children with autism. Journal of Autism and Developmental Disorders, 37, 329–340.CrossRef

Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25.CrossRef

Jolliffe, T., & Baron-Cohen, S. (1999). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71, 149–185.CrossRef

Jolliffe, T., & Baron-Cohen, S. (2000). Linguistic processing in high-functioning adults with autism or Asperger syndrome. Can global coherence be achieved? A further test of central coherence theory. Psychological Medicine, 30, 1169–1187.CrossRef

Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12(3), 281–300.CrossRef

Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363–394.CrossRef

Loukusa, S., Leinonen, E., Kuusikko, S., Jussila, K., Mattila, M., Ryder, N., et al. (2007). Use of context in pragmatic language comprehension by children with Asperger Syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 37, 1049–1059.CrossRef

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919.CrossRef

Noens, I., & van Berckelaer-Onnes, I. A. (2005). Captured by details: Sense-making, language and communication in autism. Journal of Communication Disorders, 38, 123–141.CrossRef

Norbury, C. F. (2005). Barking up the wrong tree? Lexical ambiguity resolution in children with language impairments and autistic spectrum disorders. Journal of Experimental Child Psychology, 90, 142–171.CrossRef

Norbury, C. F., & Bishop, D. V. M. (2002). Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high-functioning autism. International Journal of Language and Communication Disorders, 37(3), 227–251.CrossRef

O'Connor, I. M., & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34(2), 115–127.CrossRef

Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32(7), 1081–1105.CrossRef

Pellicano, E. (2010). Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism. Developmental Psychology, 46(2), 530–544.CrossRef

Roux, C., Dion, E., Barrette, A., Dupéré, V., & Fuchs, D. (2014). Efficacy of an intervention to enhance reading comprehension of students with high-functioning autism spectrum disorder. Remedial and Special Education, 34(3), 131–142.CrossRef

Vermeulen, P. (2012). Autism as context blindness (1st ed.). Kansas: AAPC Publishing, Shawnee Mission.

Vermeulen, P. (2015). Context blindness in autism spectrum disorder: Not using the forest to see the trees as trees. Focus on Autism and other Developmental Disabilities, 30(3), 182–192.CrossRef

White, S. J., Burgess, P. W., & Hill, E. L. (2009). Impairments on "open-ended" executive function tests in autism. Autism Research, 2(3), 138–147.CrossRef

Woodcock, R. W. (1987). Woodcock diagnostic reading battery. Itasca, IL: Riverside.

Zipke, M., Ehri, L. C., & Cairns, H. S. (2009). Using semantic ambiguity instruction to improve third graders' metalinguistic awareness and reading comprehension: An experimental study. Reading Research Quarterly, 44(3), 300–321.CrossRef

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

Andere artikelen Uitgave 4/2021

Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees

Open Access
Original Paper

Adaptation of One-Session Treatment for Specific Phobias for Children with Autism Spectrum Disorder Using a Non-concurrent Multiple Baseline Design: A Preliminary Investigation

Original Paper

Brief Report: Intranasal Ketamine in Adolescents and Young Adults with Autism Spectrum Disorder—Initial Results of a Randomized, Controlled, Crossover, Pilot Study

Brief Report

Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy

Original Paper

Dynamic Eye Tracking as a Predictor and Outcome Measure of Social Skills Intervention in Adolescents and Adults with Autism Spectrum Disorder

Original Paper

Service Use and Unmet Needs Among Adults with Autism Awaiting Home- and Community-Based Medicaid Services

Original Paper