Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study

  • Catherine Roux
  • Eric Dion Université du Québec à Montréal
  • Anne Barrette

Abstract

Reading 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.

Author Biography

Eric Dion, Université du Québec à Montréal

Professeur régulier

Département d'Éducation et formation spécialisées

Published
2015-02-16
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
Section
Articles