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Effects of Three Combined Reading Instruction Devices on the Reading Achievement of Adolescents with Mild Intellectual Disability
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Chatenoud, Céline; Turcotte, Catherine; Aldama, Rebeca – Education and Training in Autism and Developmental Disabilities, 2020
Upon entering high school, students with ID who may be able to read simple texts often have difficulty grasping meaning when required to understand more complex texts. This failure affects their overall academic performance, since at this age, it is no longer just a question of learning to read, but rather of reading to learn, in all disciplines.…
Descriptors: Reading Instruction, Teaching Methods, Mild Intellectual Disability, Intervention
Using Content Area Literacy Strategies during Shared Reading to Increase Comprehension of High School Students with Moderate Intellectual Disability on Adapted Science Text
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Roberts, Carly A.; Kim, Soyeon; Tandy, Jacob; Meyer, Nancy – Education and Training in Autism and Developmental Disabilities, 2019
Students with intellectual disability (ID) often have limited access to general education science content. The current study evaluated the effects of a content area literacy intervention designed to improve the comprehension of high school students with moderate intellectual disability on adapted expository science text. The multicomponent…
Descriptors: Content Area Reading, Reading Strategies, Reading Comprehension, Reading Aloud to Others
Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction
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Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice
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Spencer, Vicky G.; Evmenova, Anya S.; Boon, Richard T.; Hayes-Harris, Laura – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the…
Descriptors: Intervention, Pervasive Developmental Disorders, Autism, Teaching Methods