Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability

被引:2
作者
Conner, Carlin [1 ,4 ]
Allor, Jill H. [2 ]
Al Otaiba, Stephanie [2 ]
Yovanoff, Paul [2 ]
Lejeune, Lauren [3 ]
机构
[1] Univ Virginia, Charlottesville, VA USA
[2] Southern Methodist Univ, Dallas, TX USA
[3] Univ South Carolina, Columbia, SC USA
[4] Univ Virginia, Dept Educ & Human Dev, Charlottesville, VA 22903 USA
关键词
literacy; autism spectrum disorder; comprehensive reading program; reading intervention; DIRECT INSTRUCTION; EFFECT SIZE; CHILDREN; ACQUISITION; INTERVENTION; LANGUAGE; SKILLS;
D O I
10.1177/10883576221137905
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention.
引用
收藏
页码:71 / 83
页数:13
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