NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787116
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: Author
Reference Count: 22
ISSN: ISSN-1088-3576
Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students with Developmental Disabilities and Reading Delays
Flores, Margaret Munro; Ganz, Jennifer B.
Focus on Autism and Other Developmental Disabilities, v22 n4 p244-251 2007
This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented with students who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design was employed. A functional relationship between Direct Instruction and reading comprehension skills and behaviors was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. (Contains 1 table and 4 figures.)
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A