Reading comprehension interventions for students with autism spectrum disorders: a synthesis of research.

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ID: 62582
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.
Reference Key
el-zein2014readingjournal Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors El Zein, Farah;Solis, Michael;Vaughn, Sharon;McCulley, Lisa;
Journal journal of autism and developmental disorders
Year 2014
DOI
10.1007/s10803-013-1989-2
URL
Keywords
accuracy reading difficulties fluency naming speed non-word repetition phonological deficit

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