Does compare-contrast text structure help students with autism spectrum disorder comprehend science text?

Exceptional Children

Volumn 79, Issue 3, 2013, Pages 347-363

  Carnahan, Christina ^a   Williamson, Pamela ^b  

^a UNIVERSITY OF CINCINNATI   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873679481     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440291307900302     Document Type: Article

References (42)

1. Asberg, J., Kopp, S., Berg-Kelly, K., & Gillberg, C. (2010). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention-deficit/hyperactivity disorder (AD/HD): Performance and predictors. International Journal of Language and Communication Disorders, 45(1), 61-71. doi:10.3109/13682820902745438
2. Bernhardt, E., Destino, T., Kamil, M., & Rodriguez-Muñoz, M. (1995). Assessing science knowledge in an English-Spanish bilingual elementary school. Cognosos, 4, 4-6.
3. Broun, L. T. (2004). Teaching students with autistic spectrum disorders to read. TEACHING Exceptional Children, 36(4), 36-40. Retrieved from http://www .cec.sped.org/content/navigationmenu/publications2/teachingexceptionalchildren/
4. Carnahan, C., & Williamson, P. (2010). Autism, cognition, and reading. In C. Carnahan & P. Williamson (Eds.), Quality literacy instruction for students with autism spectrum disorders (pp. 21-44). Shawn Mission, KS: Autism Asperger.
5. Carnahan, C., Williamson, P., & Christman, J. (2011). Linking cognition and literacy for students with ASD. TEACHING Exceptional Children, 43(6), 54-62. Retrieved from http://www.cec.sped.org/content/naviga tionmenu/publications2/teachingexceptionalchildren/
6. Carrow-Woolfolk, E. (1995). Oral and written language scales. Bloomington, MN: Pearson Assessment.
7. Catts, H. W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in Schools, 40(2), 178-183. doi:10.1044/0161-1461(2008/08-0035
8. Chiang, H. M., & Lin, Y. H. (2007). Reading comprehension instruction for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 22(4), 259-267. doi:10.1177/1088357 6070220040801
9. Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in the first grade. Reading Research Quarterly, 35, 202-224. doi:10.1598/RRQ .35.2.1
10. Duke, N. K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57, 30-37. doi:10.1598/RT .57.1.4 (Pubitemid 40176310)
11. Frith, U. (2006). Common behaviors. Scientific American Mind, 17(5), 72-75. Retrieved from http://www .scientificamerican.com/sciammind/
12. Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210-225. doi:10.1177/ 00222194070400030301
13. Gast, D., & Hammond, A. (2010).Withdrawal and reversal designs. In D. Gast (Ed.), Single subject research methodology in behavioral sciences (pp. 234-276). New York, NY: Routledge.
14. Gast, D., & Spriggs, A. (2010). Visual analysis of graphic data. In D. Gast (Ed.), Single subject research methodology in behavioral sciences (pp. 199-233). New York, NY: Routledge.
15. Gately, S. (2008). Facilitating reading comprehension for students on the autism spectrum. TEACHING Exceptional Children, 40(3), 40-45. Retrieved from http://www.cec.sped.org/content/navigationmenu/publ ications2/ teachingexceptionalchildren/
16. Goldman, S. R., & Rakestraw, J. A., Jr. (2000). Structural aspects of constructing meaning from text. In M. S. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 311-335). Mahwah, NJ: Erlbaum.
17. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY.
18. Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135-159.
19. Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61. doi:10.1901/jaba.1994.27-49
20. Kamps, D. M., Leonard, B., Potucek, J., & Garrison-Harrell, L. (1995). Cooperative learning groups in reading: An integration strategy for students with autism and general classroom peers. Behavioral Disorders, 21, 89-109. (Pubitemid 126038586)
21. Kennedy, C. (2004). Single case design for educational research. Boston, MA: Allyn & Bacon.
22. Lane, K. L., & Beebe-Frankenberger, M. E. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Allyn & Bacon.
23. Leslie, L., & Caldwell, J. (2010). Qualitative reading inventory: 5. Boston, MA: Pearson Education.
24. Meyer, B. J. F., & Poon, L. W. (2001). Effects of structure training and signaling on recall of text. Journal of Educational Psychology, 3, 141-159. doi:10.1037/0022-0663.93.1.141
25. Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(7), 911-919. doi:10.1007/s10803-006-0130-1 (Pubitemid 44440110)
26. Randi, J., Newman, T., & Grigorenko, E. (2010). Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders, 40(7), 890-902. doi:10.1007/s10803-010-0938-6
27. Saldana, D., & Frith, U. (2007). Do readers with autism make bridging inferences from world knowledge? Journal of Experimental Child Psychology, 96(4), 310-319. doi:10.1016/j.jecp.2006.11.002
28. Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single subject research: Issues and applications. Behavior Modification, 22, 221-242. doi:10.1177/01454455980223001 (Pubitemid 28311970)
29. Semel, E. M.,Wiig, E. H., & Secord,W. (2003). Clinical evaluation of language fundamentals (CELF-4). San Antonio, TX: The Psychological Corporation.
30. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., . . . Torgesen, J. (2010). Improving reading comprehension in kindergarten through third grade: A practice guide (NCEE #2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
31. Smith-Myles, B., Hilgenfeld, T. D., Barnhill, G., Griswold, D., Hagiwara, T., & Simpson, R. (2002). Analysis of reading skills in individuals with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 17(1), 44-47. doi:10.1177/1088357602 01700104
32. Snyder, L. (2010). Reading expository material: Are we asking the right questions? Topics in Language Disorders, 30(1), 39-47. doi:10.1097/TLD. 0b013e3181d098b3
33. Stein, N. L., & Trabasso, T. (1981). What's in a story: An approach to comprehension and instruction. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 2, pp. 213-267). Hillsdale, NJ: Erlbaum.
34. Wahlberg, T., & Magliano, J. (2004). The ability of high functioning individuals with autism to understand written discourse. Discourse Processes, 38(1), 119-144. Retrieved from http://www.societyfortextanddiscourse .org/dp/index.html
35. Whalon, K. J., Al Otaiba, S., & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 3-16. doi:10.1177/ 1088357608328515.
36. Whalon, K. J., & Hart, J. E. (2011). Children with autism spectrum disorder and literacy instruction: An exploratory study of elementary inclusive settings. Remedial and Special Education, 32(3), 243-255. doi:10.1177/ 0741932510362174
37. Williams, J. P., Hall, K. M., & Lauer, K. D. (2004). Teaching expository text structure to young at-risk learners: Building the basics of comprehension instruction. Exceptionality, 12(3), 129-144. doi:10.1207/ s15327035ex1203-2
38. Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, B., DeSisto, L., & deCani, J. (2005). Expository text comprehension in the primary grade classroom. Journal of Education Psychology, 97(4), 538-550. doi:10.1037/0022- 0663.97.4.538 (Pubitemid 43250899)
39. Williams, J. P., Nubla-Kung, A. M., Pollini, S., Stafford, K. B., Garcia, A., & Snyder, A. E. (2007). Teaching cause-effect text structure through social studies content to at-risk second graders. Journal of Learn-ing Disabilities, 40(2), 111-120. doi:10.1177/00222194070400020201
40. Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101(1), 1-20. doi:10.1037/a0013152
41. Williamson, P., Carnahan, C., & Jacobs, J. (2012). Reading comprehension profiles of high-functioning students on the autism spectrum: A grounded theory. Exceptional Children, 78, 449-469.
42. Zwiers, J. (2010). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. Newark, DE: International Reading Association.