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Improving Reading Comprehension Among Students With Autism Spectrum Disorders : = A Qualitative Descriptive Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Improving Reading Comprehension Among Students With Autism Spectrum Disorders :/
其他題名:	A Qualitative Descriptive Study.
作者:	O'Neil, Meredith.
面頁冊數:	1 online resource (442 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381944969

Improving Reading Comprehension Among Students With Autism Spectrum Disorders : = A Qualitative Descriptive Study.
O'Neil, Meredith.

Improving Reading Comprehension Among Students With Autism Spectrum Disorders :A Qualitative Descriptive Study. - 1 online resource (442 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2024.

Includes bibliographical references

The purpose of this qualitative descriptive study was to explore how reading teachers in southern urban schools described their use of prior knowledge and text clues in instructing high functioning ASD students in their use of inferencing to improve their reading comprehension. There were three research questions used in this study: RQ1: How do school-based reading teachers describe the instruction of students with high functioning ASD to combine text clues with prior knowledge to make inferences to improve their reading comprehension? RQ2: How do school-based reading teachers describe the instruction of students with high functioning ASD to use text clues to help improve their reading comprehension skills? RQ3: How do school-based reading teachers describe the instruction of students with high functioning ASD to use prior knowledge to help improve their reading comprehension skills? Semi-structured interviews, and two small focus groups data sources were used. The results indicated that teachers described using visuals and questioning to be effective means of maintaining student attention while teaching students to ASD to make inferences. Teachers found that there was a lack of support within their schools with regards to their development in effectively teaching reading comprehension skills to students with ASD. Teachers valued building relationships with students and families and focusing on ways to keep their ASD students engaged to improve their success rate.

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

Mode of access: World Wide Web

ISBN: 9798381944969Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Autism spectrum disordersIndex Terms--Genre/Form:

554714
Electronic books.

Improving Reading Comprehension Among Students With Autism Spectrum Disorders : = A Qualitative Descriptive Study.
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520 $a The purpose of this qualitative descriptive study was to explore how reading teachers in southern urban schools described their use of prior knowledge and text clues in instructing high functioning ASD students in their use of inferencing to improve their reading comprehension. There were three research questions used in this study: RQ1: How do school-based reading teachers describe the instruction of students with high functioning ASD to combine text clues with prior knowledge to make inferences to improve their reading comprehension? RQ2: How do school-based reading teachers describe the instruction of students with high functioning ASD to use text clues to help improve their reading comprehension skills? RQ3: How do school-based reading teachers describe the instruction of students with high functioning ASD to use prior knowledge to help improve their reading comprehension skills? Semi-structured interviews, and two small focus groups data sources were used. The results indicated that teachers described using visuals and questioning to be effective means of maintaining student attention while teaching students to ASD to make inferences. Teachers found that there was a lack of support within their schools with regards to their development in effectively teaching reading comprehension skills to students with ASD. Teachers valued building relationships with students and families and focusing on ways to keep their ASD students engaged to improve their success rate.
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