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ERIC Number: ED522664
Record Type: Non-Journal
Publication Date: 2010
Pages: 177
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-4592-5
The Effects of Manipulative Letter Intervention for Students with Autism Spectrum Disorders in the Public School Setting
Cash, Deanna B.
ProQuest LLC, Ph.D. Dissertation, University of Virginia
Consensus documents on reading research provide clear direction for effective practice in reading instruction and intervention in general, but systematic study of reading development instruction and intervention with those diagnosed with ASDs is lacking. The current study had as its purpose to evaluate the effects of a manipulative letter intervention on the reading decoding skills of students with ASD who have reading decoding deficits at the "cvc" level and cognitive abilities in the borderline IQ range or above. Results showed that this intervention was successful in improving the decoding of real words for three participants and nonwords for one participant. Replication is needed to improve the strength of this conclusion, and several modifications to the protocol and study design are suggested. In general it appears that this academic intervention with an appropriate behavioral intervention may represent a successful supplement to regular reading programs for students with ASD in the public school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A