Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders.
Many students with autism spectrum disorders show good decoding combined with poor comprehension. Twenty adolescent students with autism spectrum disorders participated in a study concerning the effects of three kinds of facilitation on reading comprehension. In a within-subjects design, each studen...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 34; no. 2; pp. 115 - 128 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Apr2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106601236&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106601236 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Apr2004 vid: 34 iid: 2 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 106601236 106601236 2005058602 10.1023/b:jadd.0000022603.44077.6b NLM15162931 106601236 ppf: 115 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. aug: au: O'Connor IM Klein PD affil: Faculty of Education, University of Western Ontario, London, Ontario, Canada sug: subj: Autism Spectrum Disorder Reading In Adolescence Adolescence Cues Descriptive Statistics Female Intelligence Tests Male P-Value Pearson's Correlation Coefficient Post Hoc Analysis Readability Research Instruments Scales Human Adolescent: 13-18 years Female Male ab: Many students with autism spectrum disorders show good decoding combined with poor comprehension. Twenty adolescent students with autism spectrum disorders participated in a study concerning the effects of three kinds of facilitation on reading comprehension. In a within-subjects design, each students read passages under four conditions: answering prereading questions, completing cloze sentences embedded in the text, resolving anaphora by identifying relevant antecedents, and control (reading only). A repeated measures analysis of variance indicated that conditions differed significantly in their effects on reading comprehension. Post hoc contrasts showed that the effects of anaphoric cuing were statistically significant and medium in size; the effects of prereading questions and cloze completion were small and not statistically significant. Instructional implications for text preparation, remedial instruction, and the design of educational software are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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