Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study
AbstractReading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M age = 9 years) were randomly assigned to either a control or an intervention condition. Descriptive analyses suggest that the intervention is effective; compared with their control condition peers, students in the intervention condition apparently made more progress on the vocabulary, main idea identification, and comprehension measures.
How to Cite
Roux, C., Dion, E., & Barrette, A. (2015). Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study. Canadian Journal of Education/Revue Canadienne De l’éducation, 38(1), 1–19. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1606
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