A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities

Autor/inn/en	Hill, Doris Adams; Flores, Margaret M.
Titel	A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2015), S.72-82 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Computer Assisted Instruction; Decoding (Reading); Pervasive Developmental Disorders; Developmental Disabilities; Reading Comprehension; Reading Skills; Extended School Year; Reading Programs; Early Reading; Summer Programs; Phonemic Awareness; Reading Fluency; Vocabulary; Alphabets; Autism; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Dekodierung; Entwicklungsstörung; Leseverstehen; Reading skill; Lesefertigkeit; Frühlesen; Sommerkurs; Wortschatz; Buchstabenschrift; Autismus; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	For students who have limited expressive language skills, both verbally and in writing, it is difficult for a teacher to assess the acquisition of reading skills. The authors examined the effects of computer-aided instruction (CAI) on the early reading and reading comprehension skills of six students with autism spectrum disorder, and other developmental disabilities during four weeks in an extended school year (ESY) services classroom setting. The purpose was to examine Headsprout Early Reading™ and Headsprout Reading Comprehension™ as an intervention to supplement instruction and assess early reading skills and make recommendations for use during the regular school year. While three students made progress in the program, focus and ability to attend impacted results with the other three. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01