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The effects of the Directed Reading-Thinking Activity on reading comprehension skills of middle school students with autism.

机译：定向阅读思维活动对自闭症中学生阅读理解能力的影响。

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摘要

This study investigated the functional relationship between the Directed Reading-Thinking Activity (DRTA) and the reading comprehension skills of students with Autism Spectrum Disorder (ASD) in a single subject reversal design. Students with ASD possess heterogeneous traits and learning styles. While each student with ASD has unique instructional needs, all have primary deficits in language and social skills. Some of these students decode with ease, and some read falteringly. Individuals who are extremely fluent but do not understand what they have read may be exhibiting hyperlexia. Most students with ASD are literal thinkers. In order to serve their needs, reading strategies must address these issues. Visual prompts, structured, multi-sensory instruction, and teacher modeling are beneficial techniques.;Participants were in a middle school multi-age resource setting. These students with ASD were enrolled in a pre-vocational course of study. The DRTA intervention, which occurred in a small group setting, included use of non-linguistic visual supports, such as graphic organizers, pictures, and objects. The purpose of the study was to demonstrate the efficacy of the DRTA on increased reading comprehension skills. Specific skills assessed included making predictions and answering literal and inferential 'wh" questions regarding the text, using graphic and non-linguistic aids.;A pre- and post-intervention survey given to each parent indicated the social validity data of the study. This study also examined teachers' input on the reading attitudes of the participants. A reading inventory and chapter comprehension checks revealed that students with ASD made gains in reading comprehension with the use of the DRTA.
机译：这项研究调查了定向阅读思维活动（DRTA）与自闭症谱系障碍（ASD）学生的阅读理解技能在单个主题逆转设计之间的功能关系。患有自闭症的学生具有异质性和学习风格。尽管每个患有自闭症的学生都有独特的教学需求，但每个人的语言和社交技能都存在主要缺陷。这些学生中有些人轻松解码，有些则步履蹒跚。非常流利但不了解所阅读内容的个人可能会表现出读写障碍。大多数患有自闭症的学生都是字面上的思想家。为了满足他们的需求，阅读策略必须解决这些问题。视觉提示，结构化，多感觉教学和教师建模是有益的技术。参与者处于中学多年龄资源环境中。这些患有自闭症的学生被选修了职前学习课程。 DRTA干预以小组形式进行，包括使用非语言视觉支持，例如图形组织器，图片和对象。该研究的目的是证明DRTA对提高阅读理解能力的功效。评估的特定技能包括做出预测，并使用图形和非语言辅助工具回答有关文字的字面和推断“ wh”问题。；对每位父母进行的干预前和干预后调查表明了研究的社会有效性数据。这项研究还检查了教师对参与者阅读态度的投入，通过阅读清单和章节理解性检查发现，患有自闭症的学生通过使用DRTA可以提高阅读理解能力。

著录项

  • 作者

    Van Riper, Irene.;

  • 作者单位

    Widener University.;

  • 授予单位 Widener University.;
  • 学科 Education Special.;Education Reading.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 133 p.
  • 总页数 133
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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