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Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2014

01-06-2014 | Original Paper

Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research

Auteurs: Farah El Zein, Michael Solis, Sharon Vaughn, Lisa McCulley

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2014

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Abstract

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.
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Metagegevens
Titel
Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research
Auteurs
Farah El Zein
Michael Solis
Sharon Vaughn
Lisa McCulley
Publicatiedatum
01-06-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-013-1989-2