How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students with High-Functioning Autism Spectrum Disorder

Autor/inn/en	Cravalho, Danielle A.; Jimenez, Zaira; Shhub, Aya; Solis, Michael
Titel	How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students with High-Functioning Autism Spectrum Disorder
Quelle	In: Beyond Behavior, 29 (2020) 1, S.31-41 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/1074295620907110
Schlagwörter	Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Vocabulary Development; Reading Comprehension; Reading Instruction; Autism; Pervasive Developmental Disorders; Reading Fluency; Teaching Methods; Student Behavior; Intervention; Direct Instruction; Sentences + Suchen Sie Ihr Suchwort? 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; Leseverstehen; Leseunterricht; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Sentence analysis; Satzanalyse
Abstract	This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01