Effects of Direct Instruction on the reading comprehension of students with autism and developmental disabilities

Flores, M.; Ganz, J.

Abstract:

This study examined the effect of Corrective Reading on the reading comprehension of four elementary and secondary students with autism spectrum disorder (ASD) and developmental disabilities (DD). Curriculum-based assessments were administered for pre- and posttest measures. Instructional probes were administered throughout the study to measure students’ skills in picture analogies, inductions, deductions, and opposites conditions. Results indicate a functional relation between Corrective Reading and reading comprehension skills. All students met criterion across the picture analogies, deduction, inductions, and opposites conditions. Additionally, there was an immediate and marked change in student performance between baseline and treatment condition. All of the students maintained their performance after reaching criterion as the frequency of instruction decreased. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

2009

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Corrective Reading; reading comprehension; picture analogies; deductions; inductions; opposites

Source:

Education and Training in Developmental Disabilities

Volume:

44

Number:

1

Pages:

39-53

Design type:

Single subject multiple-probe-across behaviors design

Fidelity monitored:

Yes

Students included:

Students with Autism Spectrum Disorder, students with developmental disabilities, elementary students, secondary students, special education students, students with learning disabilities

Location/Setting:

Private school