Reading comprehension interventions for students with autism spectrum disorders: a synthesis of research.
The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures.
The Meadows Center for Preventing Educational Risk, College of Education, The University of Texas at Austin, SZB 308 A, 1 University Station D4900, Austin, TX, 78712, USA, zein_farah@hotmail.com.
Farah
F
El Zein
Michael
M
Solis
Sharon
S
Vaughn
Lisa
L
McCulley
D002659:Child Development Disorders, Pervasive / Q000523:psychology / Q000628:therapy*; D032882:Comprehension; D006801:Humans; D011932:Reading; D012107:Research Design; D013334:Students