Author(s)

Emily Sierra

Date Approved

8-14-2012

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Language, Literacy, and Special Education

College

College of Education

First 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.

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