The Impact of Multimedia Graphic and Text with Autistic Learners in Reading

Abstract

Autism Spectrum Disorder (ASD) refers to a groups of developmental disabilities that can cause significant social, communication and behavioral challenges .This pauses several characteristics that subject a child to problems such social communication, difficulty relating to people, things and events, and repetitive body movements or behaviors .In the academic setting as well, the learners who suffer from (ASD) encounter various problems. As an instance of academic skill reading, Reading is required to be learn but not on the way it done in traditional classroom. An intervention which yielded better results in learning reading skill, based on (Iman and Fouad, 2010) [1] organizing the memory lead to paying attention to relevant information ,Thus this research, attempts to use utilize multimedia elements aimed to find out the impact of multimedia elements (graphic and text) in reading comprehension. And to ascertain how multimedia, especially graphic helps children with autism in reading comprehension. This systematic review attempts to address three specific research questions: the teaching reading comprehension to children with autism [1] can graphic with the texts help young children to improve their reading skills? [2] Can colors lead to better attention with autistic learners? [3] Does the computer-based intervention program increase and improve autistic learner's abilities to read? Results indicate that children with autism can benefit from the strategies of reading comprehension when they used graphic and text together.

The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study

“…These findings are supported by previous studies [38-40] and by the recommendations of the educators who participated in this study. Children with ASD perform better when an emphasis is made on the augmentation of digital technologies, cognitive software applications, and the senses of children with ASD (ie, hearing and vision) [41-43].…”

“…As a developing country, Rwanda has a lack of digital infrastructure that is a challenge and can lead to reduced support for people with ASD [49]. This supports studies which prove that digital technologies, when used effectively, can deliver foundational educational content to any learner so they can respond to the needs of people with ASD from different geographical contexts [40,50]. In addition to other research [51,52], this study recommends further exploration into LMICs such as Sub-Saharan Africa.…”

Students Need of Interactive Multimedia to Learn Language Skill

“…Some of the previous researches related to media and multimedia in the learning process are as follow. A research by Omar and Bidin discussing the impact of text and graphic multimedia in the learning of reading for children with autism [3]. Next, the research by Garcia, et al studied how multimedia help students to answer questions in the learning process [4].…”

Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition

“…In contrast, interactive features (such as touch-screen exploration and games) were found to significantly reduce learning, potentially distracting the child from key information. When carefully designed to control for extraneous information, presenting learning material on an iPad has the potential to improve the narrative comprehension of children with ASC through highlighting central information through multimodal features (Omar & Bidin, 2015) and maintaining attention through increased engagement with touch-screen media (Mineo et al, 2009). Shared reading of storybooks, in which an adult narrates the story, has been found to benefit the literacy development of young TD children and children with ASC (McLeod & McDade, 2011;Robbins & Ehri, 1994).…”