NotesFAQContact Us
Search Tips
ERIC Number: ED556149
Record Type: Non-Journal
Publication Date: 2010
Pages: 177
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-4562-7
Effects of Adapted Instruction on the Acquisition of Letter-Sound Correspondences by Young Children with Autism Spectrum Disorders and Complex Communication Needs
Benedek Wood, Elizabeth
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
Reading is one of the most critical skills taught in schools (Heller, Fredrick, Tumlin, & Brineman, 2002). Individuals who acquire literacy skills are more likely to experience success in school, and to obtain and maintain employment (Adams, 1990; Light & McNaughton, 2009b; Slavin, Karweit, & Madden, 1989). It is therefore an educational priority to address reading instruction for individuals with complex communication needs (i.e., individuals with limited speech), many of whom do not acquire basic literacy skills (Light & McNaughton, 2009b; Koppenhaver & Yoder, 1992). Considering that as many as 50% of individuals with autism do not develop functional speech (Lord & Paul, 1997; Mesibov, Adams, & Klinger, 1997), this is a population of individuals who are at-risk for experiencing reading challenges (Nation, Clarke, Wright, & Williams, 2006). The primary goal of this study was to investigate the impact of adapted instruction on teaching letter-sound correspondences to young learners with autism spectrum disorders and complex communication needs. A multiple-probe multiple baseline research design across participants was used to evaluate the effects of instruction on the acquisition of letter-sound correspondences by three young children with autism spectrum disorders and complex communication needs. All three children (ages 3 to 5) reached criterion for identifying the letter-sound correspondences targeted during instruction. All three children also provided evidence of maintenance and generalization of letter-sound correspondence skills. Results, social validity, educational implications, and future research directions are discussed. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A