Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities

Autor/inn/en	Head, Cynthia N.; Flores, Margaret M.; Shippen, Margaret E.
Titel	Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 53 (2018) 2, S.176-191 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Outcomes of Education; Direct Instruction; Reading Comprehension; Autism; Pervasive Developmental Disorders; Developmental Disabilities; Reading Programs; Reading Skills; Skill Development; Reading Tests; Public Schools; Middle School Students; Rural Schools; Curriculum Based Assessment; Pretests Posttests; Scores; Statistical Analysis; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Leseverstehen; Autismus; Entwicklungsstörung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lesetest; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse
Abstract	This study investigated the effects of a Direct Instruction (DI) reading comprehension program on the reading comprehension skills of students with autism spectrum disorder or developmental delay. Although the effectiveness of DI programs has been well documented in disability and instructional literature, effectiveness of DI for individuals with autism and developmental delay is sparse. This study examined the effects of Corrective Reading Comprehension: B1, a reading comprehension program, on students' acquisition of specific reading comprehension skills (parts of speech, combining sentences with and, identifying contradictions, and identifying relevant/irrelevant information). A single subject multiple-probe across behaviors design was employed to investigate whether a functional relation existed between DI and reading comprehension for this sample. A functional relation between the DI and reading comprehension was demonstrated for each participant across all behavioral conditions. Additional data were collected in the area of reading comprehension using standardized and curriculum-based measures. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01