The Use of Pictorial or Graphic Representation in Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis.
This meta-analysis examines the effectiveness of pictorial and graphic representations (PGR) in enhancing reading comprehension among K-12 students with autism spectrum disorder (ASD). Through synthesizing findings from five single-case experimental design studies, the analysis explores how differen...
| Publicado en: | Journal of Autism & Developmental Disorders p. 1 |
|---|---|
| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Springer Nature
Sep2025
|
| 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=187858524&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 187858524 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Sep2025 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 187858524 10.1007/s10803-025-07014-4 187858524 ppf: 1 formats: fmt: @attributes: type: P tig: atl: The Use of Pictorial or Graphic Representation in Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis. aug: au: Lee, Seulbi Quinn, Sarah Jiang, Yitong affil: University of Oregon sug: ab: This meta-analysis examines the effectiveness of pictorial and graphic representations (PGR) in enhancing reading comprehension among K-12 students with autism spectrum disorder (ASD). Through synthesizing findings from five single-case experimental design studies, the analysis explores how different modalities, age groups, instructional contexts, and task types influence comprehension outcomes. Results indicate that interventions utilizing PGR show moderate-to-strong positive effects overall (Tau-U = 0.85), which means they significantly improve reading comprehension in students with ASD. However, variability was observed across modalities, with technology-based interventions demonstrating strong but varied effectiveness, and paper-based interventions exhibiting more consistent outcomes.The findings highlight the importance of carefully selecting appropriate visual supports and comprehension measures tailored to students’ cognitive profiles and instructional needs. Future research should expand sample sizes, explore group instructional settings, and further investigate the relative effectiveness of various visual modalities to optimize educational strategies for enhancing reading comprehension in students with ASD. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|