Turner, H;
Remington, AM;
Hill, V;
(2017)
Developing an intervention to improve reading comprehension for children and young people with autism spectrum disorders.
Educational and Child Psychology
, 34
(2)
pp. 13-26.
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Abstract
Aim: A substantial proportion of children and young people with autism demonstrate accurate word reading but struggle to understand the content of what they are reading. There is an urgent need for further research in this area to enable educational professionals to implement evidence-based reading interventions. / Method/Rationale: This study analyses the effectiveness of an intervention designed to improve the reading comprehension of young people with autism and reading comprehension diffculties (mean age 13 years, 6 months). The intervention was delivered twice a week over a period of six weeks. / Findings: The results indicate that the intervention group (N=15) demonstrated a signifcantly greater increase in their reading comprehension than a ‘treatment as usual’ control group (N=14), showing an average of three years’ improvement in their reading comprehension. Semi-structured interviews with participants indicated that many demonstrated a shift in their approach to reading, with a greater focus on comprehension and an awareness of transferring the skills they had learnt to other areas of the curriculum. Participants also identifed that the intervention supported their speaking and listening skills. / Limitations: The small size of the sample in this study limits the generalisation of the fndings. The robustness of the fndings would be increased by including long-term outcome measures. / Conclusions: These fndings present important implications for professionals working with young people and suggest that school-based reading interventions may be effective at developing the reading comprehension of individuals with autism.
| Type: | Article |
|---|---|
| Title: | Developing an intervention to improve reading comprehension for children and young people with autism spectrum disorders |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://shop.bps.org.uk/publications/journals-and-... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Reciprocal teaching; autism; reading comprehension; meta-cognitioN |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1557365 |
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