Date Approved
8-14-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Xin, Joy
Subject(s)
Reading comprehension; Children with autism spectrum disorders
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was to examine the effects of Direct Instruction (DI) for teaching oral comprehension to students with Autism Spectrum Disorder (ASD). A total of eight students, ages six through eight in a special education classroom participated in the study. They were taught lessons from a scripted DI program 10-15 minutes daily for 10 weeks. Students completed daily oral lessons followed by a worksheet to check for their understanding. A single subject design with AB phases was used and student performance was evaluated by completing a daily worksheet and oral responses to questions. The results showed students' comprehension scores increased from 25% to 50% over the course of intervention. The DI program has proved to improve these students' reading comprehension skills.
Recommended Citation
Sierra, Emily, "The use of direct instruction to improve reading comprehension for students with Autism Spectrum Disorder" (2012). Theses and Dissertations. 138.
https://rdw.rowan.edu/etd/138
