Journal article
Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability
Focus on Autism and Other Developmental Disabilities, Vol.27(3), pp.135-146
09/2012
DOI: 10.1177/1088357612448421
Abstract
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.
Details
- Title: Subtitle
- Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability
- Creators
- Youjia HuaJo M HendricksonWilliam J TherrienSuzanne Woods-GrovesPamela S RiesJulia J Shaw
- Resource Type
- Journal article
- Publication Details
- Focus on Autism and Other Developmental Disabilities, Vol.27(3), pp.135-146
- Publisher
- SAGE Publications; Los Angeles, CA
- DOI
- 10.1177/1088357612448421
- ISSN
- 1088-3576
- eISSN
- 1538-4829
- Language
- English
- Date published
- 09/2012
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993326602771
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