Examining Teachers Practice: Enhancing Reading Comprehension for Students with Autism Spectrum Disorder

Autor/inn/en	Braun, Gina; Tejero Hughes, Marie
Titel	Examining Teachers Practice: Enhancing Reading Comprehension for Students with Autism Spectrum Disorder
Quelle	In: Journal of Teacher Education and Educators, 9 (2020) 3, S.287-307 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Braun, Gina) ORCID (Tejero Hughes, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Autism; Pervasive Developmental Disorders; Reading Comprehension; Student Needs; Reading Difficulties; Reading Instruction; Teaching Methods; Learning Activities; Special Education Teachers; Evidence Based Practice; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Vocabulary Development; Oral Language; Reading Strategies; Prior Learning; Individualized Instruction; Small Group Instruction; Scaffolding (Teaching Technique); Questioning Techniques + Suchen Sie Ihr Suchwort? Autismus; Leseverstehen; Reading difficulty; Leseschwierigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Reading strategy; Leselernstufe; Lesetechnik; Vorkenntnisse; Individualisierender Unterricht; Befragungstechnik; Fragetechnik
Abstract	Providing instruction to students with autism spectrum disorder (ASD) can be challenging for teachers since students can have a range of unique learning needs, particularly in reading comprehension. Given that reading comprehension is a complex process requiring the use of various knowledge and skills simultaneously, many students with ASD often struggle and score significantly lower on comprehension assessments compared to their typically developing peers, as well as other peers with disabilities. Unfortunately, there is little research on the instructional practice teachers utilize in the classroom to build the comprehension of students with ASD. Thus, this multi-case study's primary purpose was to identify the instructional practices and activities that four special education teachers used to enhance the reading comprehension of their students with ASD. To do so, the researchers conducted multiple classroom observations and five interviews per teacher, including an introductory, post-lessons, and final. The findings demonstrate that special education teachers have both the knowledge and skills to support their students with ASD in comprehension development by implementing components of evidence-based instructional practices and supports. However, there is a continued need for these teachers to find ways to both assess and deepen their students' higher-order thinking skills related to texts. Implications and limitations are discussed. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01