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ERIC Number: EJ1063712
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0741-9325
Efficacy of an Intervention to Enhance Reading Comprehension of Students with High-Functioning Autism Spectrum Disorder
Roux, Catherine; Dion, Eric; Barrette, Anne; Dupéré, Véronique; Fuchs, Douglas
Remedial and Special Education, v36 n3 p131-142 May-Jun 2015
This study examines whether explicit reading comprehension instruction is relevant for students with high-functioning autism spectrum disorder (ASD). Forty-five students (M[subscript age] = 9 years) were randomly assigned to two conditions: control or intervention. Those assigned to the intervention condition received instruction on vocabulary, main idea identification, text structure, and anaphoric relations. Compared with their peers in the control condition, students in the intervention condition showed greater improvement on one measure of reading comprehension. They also knew the meaning of more words and were better able to identify main ideas and anaphoric relations, with some of these gains still being detectable at the follow-up. Although additional adaptations appear warranted, students with high-functioning ASD clearly benefited from instruction.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Autism Diagnostic Observation Schedule; Wechsler Intelligence Scale for Children