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ERIC Number: EJ1134168
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities
Hill, Doris Adams; Flores, Margaret M.
Journal of the American Academy of Special Education Professionals, p72-82 Spr-Sum 2015
For students who have limited expressive language skills, both verbally and in writing, it is difficult for a teacher to assess the acquisition of reading skills. The authors examined the effects of computer-aided instruction (CAI) on the early reading and reading comprehension skills of six students with autism spectrum disorder, and other developmental disabilities during four weeks in an extended school year (ESY) services classroom setting. The purpose was to examine Headsprout Early Reading™ and Headsprout Reading Comprehension™ as an intervention to supplement instruction and assess early reading skills and make recommendations for use during the regular school year. While three students made progress in the program, focus and ability to attend impacted results with the other three.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A