Many students on the autism spectrum display a strong ability to process and comprehend information at elevated levels when presented with it visually. Despite this, students who have autism are increasingly being educated in general education content classrooms that utilize lessons directed to whole groups of students and limit the use of visually presented material. For some students with an autism spectrum disorder (ASD), this presentation introduces difficulties related to attention as well as comprehension and retention of material. Research indicates promising results associated with using a graphic organizer to increase comprehension accuracy in students who answer wh-questions following the reading of a short passage. The purpose of this study was to document the relationship between using a graphic organizer and increasing reading comprehension. The study employed a single-subject multiple baseline design across participants to evaluate if the use of a graphic organizer impacted the correctness of answering wh-questions for grade-level social studies content. Participants included four eighth grade students in an urban public school who had been diagnosed with ASD. Results supported research by showing an increase in comprehension skills with the use of a graphic organizer.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1404584 |
| Date | 12 1900 |
| Creators | Kliemann, Karen Karin Ruth |
| Contributors | Boesch, Miriam, Savage, Melissa, Callahan, Kevin, Middlemiss, Wendy |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 94 pages, Text |
| Rights | Public, Kliemann, Karen Karin Ruth, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.002 seconds