Strategies for Increasing Reading Comprehension Skills in Students with Autism Spectrum Disorder: A Review of the Literature

Finnegan, Elizabeth G.; Mazin, Amanda L.

doi:10.1353/etc.2016.0007

Cited by 33 publications

(27 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At present, few instructional practices specific to reading comprehension and ASD have been identified as evidence based (Knight & Sartini, 2015). However, relevant reviews have identified a number of effective practices (Accardo, 2015;El Zein, Solis, Vaughn, & McCulley, 2014;Finnegan & Mazin, 2016). Identified effective practices include anaphoric cueing (Solis, McCulley, & Zein, 2013), compare and contrast diagrams (Carnahan & Williamson, 2013), cooperative learning (Kamps, Barbetta, Leonard, & Delquadri, 1994;Kamps, Leonard, Potucek, & Garrison-Harrell, 1995;Whalon & Hanline, 2008), direct/explicit instruction (Flores & Ganz, 2007;Flores & Ganz, 2009;Roux, Dion, Barrette, Dupere, & Fuchs, 2014), graphic organizers (Carnahan & Williamson, 2013), question generation (Hua et al, 2012), read-alouds (Mims, Hudson, & Browder, 2012), reciprocal questioning (Whalon & Hanline, 2008), story structure maps/character event maps (Stringfield, Luscre, & Gast, 2011;Williamson, Carnahan, Birri, & Swoboda, 2014), and systematic prompts (Mims et al, 2012).…”

mentioning

confidence: 99%

Teaching Reading Comprehension to Learners With Autism Spectrum Disorder: Predictors of Teacher Self‐efficacy and Outcome Expectancy

Accardo

Finnegan

Gulkus

et al. 2017

Psychology in the Schools

View full text Add to dashboard Cite

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.

show abstract

mentioning

confidence: 99%

Teaching Reading Comprehension to Learners With Autism Spectrum Disorder: Predictors of Teacher Self‐efficacy and Outcome Expectancy

Accardo

Finnegan

Gulkus

et al. 2017

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…65 Several reviews have synthesized findings from listening and comprehension studies of school-aged learners with ASD. [67][68][69][70][71][72] Together the reviews suggest that children with ASD benefit from comprehension instruction that is consistent with reading research, including components of strategy and content-focused instruction. For example, some strategies have focused on understanding sentences, including connecting anaphors to their referents.…”

Section: Manipulating Sounds In Wordsmentioning

confidence: 78%

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

Whalon

2018

Semin Speech Lang

View full text Add to dashboard Cite

Foundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words. The range of challenges associated with ASD highlights the need for comprehensive literacy/reading instruction that addresses both code- and meaning-focused skills from the earliest grades. This article will provide an overview of effective interventions that support both the code- and meaning-focused skills of learners with ASD. Specific examples of effective instructional practices for learners with ASD will be shared.

show abstract

“…After evaluating and addressing students' engagement and motivational issues, teachers should teach students avenues to glean meaning from texts they read and provide a framework on ways to do so (Finnegan & Mazin, 2016;Hollenbeck, 2013). Finnegan and Mazin (2016) and Jitendra, Burgess, and Gajria (2011) found that using graphic organizers is an effective instructional strategy for teaching SWLD to make meaningful connections to texts. suggested numerous strategies such as completing study guides, summarizing information, and questioning information to support and increase SWLD interactions with texts.…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

et al. 2019

View full text Add to dashboard Cite

The purpose of this eight-week research study was to examine the effects of the post-it note intervention on achievement, attitudes, and engagement towards reading comprehension among eighth-grade students with learning disabilities.The participants (N=12) were enrolled in special education, reading class based on their Individualized Education Plans. The students engaged in the think-aloud strategy the first four weeks of the study, and they engaged in the post-it note intervention the second four weeks. Data were collected throughout the study on academic achievement, attitudes toward reading, and engagement. Field notes were collected to analyze major themes of the study. When the data were analyzed, the mean increase from the post-it note intervention was higher than the think-aloud strategy at a statistically significant level (t (11)= -8.44, p<.001). Data showed the students' attitudes toward reading and engagement improved when 2 Deese et al.

show abstract

Strategies for Increasing Reading Comprehension Skills in Students with Autism Spectrum Disorder: A Review of the Literature

Cited by 33 publications

References 43 publications

Teaching Reading Comprehension to Learners With Autism Spectrum Disorder: Predictors of Teacher Self‐efficacy and Outcome Expectancy

Teaching Reading Comprehension to Learners With Autism Spectrum Disorder: Predictors of Teacher Self‐efficacy and Outcome Expectancy

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

Contact Info

Product

Resources

About