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The Impact of Repeated Reading Intervention on Oral Reading Fluency for Students With Autism Spectrum Disorder (ASD) in Saudi Arabia.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Repeated Reading Intervention on Oral Reading Fluency for Students With Autism Spectrum Disorder (ASD) in Saudi Arabia./
Author:	Al Naji, Ahmed.
Description:	1 online resource (177 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
Contained By:	Dissertations Abstracts International85-02B.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380111966

The Impact of Repeated Reading Intervention on Oral Reading Fluency for Students With Autism Spectrum Disorder (ASD) in Saudi Arabia.
Al Naji, Ahmed.

The Impact of Repeated Reading Intervention on Oral Reading Fluency for Students With Autism Spectrum Disorder (ASD) in Saudi Arabia. - 1 online resource (177 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: B.

Thesis (Ph.D.)--Duquesne University, 2023.

Includes bibliographical references

The prevalence rate of learners with autism spectrum disorder (ASD) has risen concurrently with their inclusion into public schools in Saudi Arabia. Being in schools, they face academic challenges, particularly in reading. This increased rate evokes the importance of implementing valuable strategies to keep up the academic skills of those students. These students require Evidence-Based Practices (EBPs), which have been demonstrated crucial for their reading development. Nevertheless, limited research has been done on examining the efficacy of EBPs used to enhance the reading skills of learners with ASD, especially their Oral Reading Fluency (ORF). This study used an effective approach to enhance ORF in ASD students. Repeated Reading (RR) intervention involves learners rereading the passage until they attain a specific level of ORF. Therefore, this study aimed to examine the effectiveness of RR intervention in improving ORF among learners with ASD in Saudi Arabia. Three students diagnosed with ASD participated in this study in Saudi elementary public schools using a single-subject design, multiple baselines across participants, to determine the efficiency of RR instruction on ORF. The results of this study were positive in improving ORF by increasing the correct words and decreasing the errors as the past studies mentioned. The intervention maintained ORF's impact over time after the intervention was removed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380111966Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

ASDIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Repeated Reading Intervention on Oral Reading Fluency for Students With Autism Spectrum Disorder (ASD) in Saudi Arabia.
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520 $a The prevalence rate of learners with autism spectrum disorder (ASD) has risen concurrently with their inclusion into public schools in Saudi Arabia. Being in schools, they face academic challenges, particularly in reading. This increased rate evokes the importance of implementing valuable strategies to keep up the academic skills of those students. These students require Evidence-Based Practices (EBPs), which have been demonstrated crucial for their reading development. Nevertheless, limited research has been done on examining the efficacy of EBPs used to enhance the reading skills of learners with ASD, especially their Oral Reading Fluency (ORF). This study used an effective approach to enhance ORF in ASD students. Repeated Reading (RR) intervention involves learners rereading the passage until they attain a specific level of ORF. Therefore, this study aimed to examine the effectiveness of RR intervention in improving ORF among learners with ASD in Saudi Arabia. Three students diagnosed with ASD participated in this study in Saudi elementary public schools using a single-subject design, multiple baselines across participants, to determine the efficiency of RR instruction on ORF. The results of this study were positive in improving ORF by increasing the correct words and decreasing the errors as the past studies mentioned. The intervention maintained ORF's impact over time after the intervention was removed.
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