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05-06-2018 | Original Paper

The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder

Auteurs: So Yeon Kim, Mandy Rispoli, Catharine Lory, Emily Gregori, Matthew T. Brodhead

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2018

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Abstract

The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed.
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Metagegevens
Titel
The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder
Auteurs
So Yeon Kim
Mandy Rispoli
Catharine Lory
Emily Gregori
Matthew T. Brodhead
Publicatiedatum
05-06-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3633-7

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