ERIC Number: EJ1223147
Record Type: Journal
Publication Date: 2019-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6434
EISSN: N/A
Effects of TWA-Supported Digitally on Comprehension of Students with Autism Spectrum Disorder, Level 1
Howorth, Sarah K.; Raimondi, Sharon
Journal of Special Education Technology, v34 n3 p162-175 Sep 2019
Presenting text in digital format with annotation supports may relieve some of the cognitive load that hinders inferential comprehension for students with comprehension deficits. Science texts are particularly difficult, as the content may not be within the knowledge repertoire of a reader. The purpose of this study was to investigate the effects of using a reading strategy, Thinking before, While and After (TWA) -digitally supported (TWA-SD), on the comprehension of science text by students with autism spectrum disorder (ASD, Level 1) participants. A concurrent multiple probe single subject research design was used to individually deliver intervention. Results indicated the intervention was effective in increasing participants' accuracy and quality of oral retellings of main ideas and details as well as their performance on general comprehension questions. Implications regarding the use of digitally supported strategies to increase access to the curriculum for students with ASD, Level 1 are discussed.
Descriptors: Reading Strategies, Computer Assisted Instruction, Handheld Devices, Reading Comprehension, Autism, Pervasive Developmental Disorders, Science Education, Content Area Reading, Middle School Students, Access to Education, Oral Language, Story Telling
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D100026