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Autor/inn/en | Henderson-Faranda, Natalia R.; Newbury, Jayne; Sutherland, Dean |
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Titel | Using Computer Assisted Instruction to Improve Reading Comprehension of Children on the Autism Spectrum: A Pilot Study |
Quelle | In: Australian Journal of Learning Difficulties, 27 (2022) 1, S.135-167 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Henderson-Faranda, Natalia R.) ORCID (Newbury, Jayne) ORCID (Sutherland, Dean) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1940-4158 |
DOI | 10.1080/19404158.2021.2021962 |
Schlagwörter | Reading Comprehension; Reading Instruction; Teacher Attitudes; Parent Attitudes; Student Attitudes; Validity; Intervention; Autism Spectrum Disorders; Computer Assisted Instruction; Elementary School Students; Instructional Materials; Teaching Methods; Reading Tests; Reading Achievement; Achievement Gains; Case Studies; Language Tests; Scores; Foreign Countries; New Zealand; Clinical Evaluation of Language Fundamentals Leseverstehen; Leseunterricht; Lehrerverhalten; Elternverhalten; Schülerverhalten; Gültigkeit; Autism; Autismus; Computer based training; Computerunterstützter Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; Leseleistung; Achievement gain; Leistungssteigerung; Case study; Fallstudie; Case Study; Language test; Sprachtest; Ausland; Neuseeland |
Abstract | Many children on the autism spectrum have difficulty developing reading comprehension skills. This multiple phase single case design pilot study examined the impact of a computer-assisted reading tool, Reading Eggspress™, with or without teacher directed instruction on the reading comprehension skills of four children on the autism spectrum (mean age 9 years, 10 months). Participants engaged in two randomised intervention phases, each lasting four weeks. Phase A involved Reading Eggspress™ plus teacher directed instruction of graphic organiser use and Phase B involved Reading Eggspress™ alone. Two participants made significant gains on a standardised measure of reading at post-test. Three participants made gains in median reading comprehension probe scores. Both phases appeared equally supportive of reading comprehension. Participants learned to use graphic organisers to support their comprehension during the intervention. Social validity questionnaires completed by parents, teachers and the participants indicated high acceptability of the intervention package. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |