Reading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation, in forms of activation of prior knowledge and inducing comprehension monitoring behaviours, and inference bridging facilitation on reading comprehension. Twenty-eight primary students with HFASD and their typically-developing peers completed four comprehension exercises with a practical-writing text and three narrative passages with conditions: answering pre-reading questions with illustrations, within-text picture selection tasks, and control. Results indicated that challenges of students with HFASD in Chinese reading comprehension were similar to previous findings. Their performances were no longer statistically differentiable from their peers with visual-cued facilitations. Implication for practice and future direction were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/209696 |
| Date | January 2014 |
| Creators | Lee, Tsz-wing, 李子穎 |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
Page generated in 0.0016 seconds