Effects of fluency instruction on selection-based and topography-based comprehension measures

Interventions for Improving Reading Comprehension in Children with ASD: A Systematic Review

“…Overall, 196 students from 5 to 17 years old participated in the 25 studies included in this review. Regarding the number of participants: two of the studies were individual case studies [ 29 , 37 ]; most of them (a total of 16 articles) were carried out with two to five participants [ 21 , 24 , 25 , 26 , 27 , 28 , 30 , 31 , 33 , 34 , 35 , 36 , 39 , 42 , 43 , 45 ]; in two articles, there were from 10 to 19 participants [ 32 , 40 ]; and, finally, in five studies, there were 20 or more participants [ 22 , 23 , 38 , 41 , 44 ].…”

“…Regarding the specific reading comprehension sub-processes trained in the interventions, some studies worked on various sub-processes at the same time, others worked on only one specific sub-process, and others did not specify the reading comprehension sub-processes included in the intervention. Considering the studies that specify the sub-processes addressed: five of the studies focused on understanding inferences [ 29 , 30 , 34 , 35 , 38 ]; five other studies worked on understanding the main idea [ 34 , 38 , 40 , 41 , 43 ]; four studies focused on identifying the structure and relationship between the elements of the text [ 27 , 34 , 40 , 41 ]; three interventions practiced “Wh questions” [ 21 , 25 , 38 ]; three other studies used comprehension skills related to story elements [ 26 , 36 , 45 ]; two studies worked on analogies [ 30 , 31 ]; two other studies used paraphrasing [ 34 , 38 ]; one of the interventions focused on understanding metaphors [ 37 ]; another study worked on reading fluency and section-based and topography-based comprehension tasks [ 24 ]; one study focused on a multicomponent reading comprehension intervention [ 28 ]; one study worked on parts of speech, combining sentences with and, identifying contradictions, and identifying relevant/irrelevant information [ 33 ]; another study worked on question development and anaphoric cueing [ 42 ]; and another study focused on metacognitive and cognitive strategies for improving comprehension [ 39 ].…”

“…Regarding the type of intervention used: seven studies used direct instruction [ 27 , 30 , 31 , 32 , 33 , 40 , 41 ]; six studies used collaborative, guided, or shared reading [ 21 , 35 , 36 , 39 , 43 , 44 ]; three studies used answering questions [ 24 , 25 , 45 ]; one study used instruction in the use of digital concept maps of narrative texts read aloud by the researcher [ 26 ]; and another study used the Think While After (TWA) strategy [ 34 ]. Some studies compared two different interventions: group sessions versus direct instruction [ 22 ]; individual sessions versus traditional intervention in school [ 23 ]; direct instruction from the teacher versus instruction assisted by a digital tablet [ 28 ]; and adding content related to the participants’ persistent interests versus texts without these added contents [ 29 ].…”

“…The duration of the interventions varied from 1 to 60 sessions. One study conducted a single session intervention [ 33 ]; seven studies conducted 6 to 12 sessions [ 26 , 27 , 34 , 36 , 37 , 42 , 44 ]; two studies conducted 13 to 20 [ 22 , 45 ]; four studies conducted 21 to 29 [ 21 , 23 , 29 , 32 ]; seven studies conducted 30 sessions or more [ 24 , 25 , 35 , 39 , 40 , 41 , 43 ]; and two studies conducted interventions whose duration depended on students’ progress [ 30 , 31 ]. Only two studies did not specify the number of sessions, but the studies lasted four [ 28 ] and six [ 33 ] weeks.…”

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

“…55,56 Studies suggest that learners with ASD (ages 9 to 12) have benefitted from fluency instruction that includes (1) repeated reading of a passage more than two to four times paired with corrective feedback on errors, 56,57 (2) a passage preview strategy with the adult modeling fluent reading and asking the participant to then read the same passage paired with error correction, 55,57 and (3) graphing the number of words read correctly per minute. 55,57 One study compared a listening passage preview strategy with repeated reading, and participants experienced greater gains in the repeated reading condition. 57 These studies suggest that when learners with ASD experience difficulty with fluency, repeated reading with error correction and graphing may improve their reading speed and accuracy.…”