Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities

This study investigated the effects of a Direct Instruction (DI) reading comprehension program on the reading comprehension skills of students with autism spectrum disorder or developmental delay. Although the effectiveness of DI programs has been well documented in disability and instructional lite...

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Bibliographic Details
Published inEducation and training in autism and developmental disabilities Vol. 53; no. 2; pp. 176 - 191
Main Authors Head, Cynthia N., Flores, Margaret M., Shippen, Margaret E.
Format Journal Article
LanguageEnglish
Published Arlington The Council for Exceptional Children, Division on Autism and Developmental Disabilities 01.06.2018
Division on Autism and Developmental Disabilities, Council for Exceptional Children
Division on Autism and Developmental Disabilities
Subjects
Academic Achievement
Autism
Corrective Reading
Curricula
Curriculum Based Assessment
Decoding (Reading)
Developmental Disabilities
Direct Instruction
Disability
Educational Experiments
Grade 10
Grade 5
Individualized Education Programs
Intervention
Learning
Learning disabilities
Middle School Students
Outcomes of Education
Pervasive Developmental Disorders
Preschool education
Pretests Posttests
Public Schools
Reading Achievement
Reading Comprehension
Reading instruction
Reading Programs
Reading Skills
Reading Tests
Rural Schools
Scores
Skill Development
Skills
Statistical Analysis
Students
Studies
Teaching Methods
United States > US
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Summary:This study investigated the effects of a Direct Instruction (DI) reading comprehension program on the reading comprehension skills of students with autism spectrum disorder or developmental delay. Although the effectiveness of DI programs has been well documented in disability and instructional literature, effectiveness of DI for individuals with autism and developmental delay is sparse. This study examined the effects of Corrective Reading Comprehension: B1, a reading comprehension program, on students' acquisition of specific reading comprehension skills (parts of speech, combining sentences with and, identifying contradictions, and identifying relevant/irrelevant information). A single subject multiple-probe across behaviors design was employed to investigate whether a functional relation existed between DI and reading comprehension for this sample. A functional relation between the DI and reading comprehension was demonstrated for each participant across all behavioral conditions. Additional data were collected in the area of reading comprehension using standardized and curriculum-based measures.
ISSN:2154-1647