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ERIC Number: EJ975742
Record Type: Journal
Publication Date: 2012-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1088-3576
Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults with Autism and Intellectual Disability
Hua, Youjia; Hendrickson, Jo M.; Therrien, William J.; Woods-Groves, Suzanne; Ries, Pamela S.; Shaw, Julia J.
Focus on Autism and Other Developmental Disabilities, v27 n3 p135-146 Sep 2012
Reread-Adapt and Answer-Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants' fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. (Contains 4 figures and 5 tables.)
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: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A