Using Computer Assisted Instruction to Improve Reading Comprehension of Children on the Autism Spectrum: A Pilot Study

Autor/inn/en	Henderson-Faranda, Natalia R.; Newbury, Jayne; Sutherland, Dean
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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