Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study
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.Metrics
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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
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The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.