Literaturnachweis - Detailanzeige
| Autor/inn/en | Howorth, Sarah K.; Rooks-Ellis, Deborah; Flanagan, Sara; Ok, Min Wook |
|---|---|
| Titel | Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder |
| Quelle | In: Intervention in School and Clinic, 55 (2019) 2, S.71-77 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451219837635 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Reading Skills; Computer Simulation; Simulated Environment; Phonics; Word Recognition; Reading Fluency; Video Technology; Cues; Reading Comprehension; Vocabulary Development; Transitional Programs; Language Arts; Science Instruction; Vocational Education |
| Abstract | Teachers' use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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