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ERIC Number: EJ1016966
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0014-4029
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.
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
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