The effects of timed readings on recall and comprehension in a child with Asperger's syndrome were examined by employing a multiple-baseline design across two books with reversals. Recall timings consisted of the student's free-say compilation of what she just read. Comprehension tests consisted of the participant's answers to predetermined questions after her recall period. No consequences or feedback was given during any of the conditions. Results indicate that, initially, as the time required to read decreased, the number of unrelated words during the recall period for the two books also decreased. Related words were not as affected. Scores on comprehension tests were high. There was, however, little correspondence between the participant's recall words and the main ideas answered correctly in the comprehension test.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc4902 |
| Date | 12 1900 |
| Creators | Young, Christina A. |
| Contributors | Rosales-Ruiz, Jesus, Ala'i-Rosales, Shahla, Fabrizio, Michael |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Use restricted to UNT Community, Copyright, Young, Christina A., Copyright is held by the author, unless otherwise noted. All rights reserved. |
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