ERIC Number: EJ1016966
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?
Carnahan, Christina R.; Williamson, Pamela S.
Exceptional Children, v79 n3 p347-363 Spr 2013
Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in passages to the number of meaning units in student-completed Venn diagrams was conducted for both the treatment and maintenance phases. Results indicated that instruction in the compare-contrast text pattern was effective in increasing participants' comprehension. A content analysis of Venn diagrams revealed a decrease in number of recorded meaning units during the maintenance phase while passage comprehension remained high. Future research and implications for classroom interventions are discussed.
Descriptors: Pervasive Developmental Disorders, Autism, Content Analysis, Middle School Students, Middle School Teachers, Instructional Effectiveness, Visual Aids, Reading Comprehension, Intervention, Predictor Variables, Measures (Individuals), Outcome Measures, Reliability, Fidelity, Validity, Error Patterns, Expository Writing, Text Structure, Science Materials
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula; Clinical Evaluation of Language Functions
Grant or Contract Numbers: N/A