Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in passages to the number of meaning units in student-completed Venn diagrams was conducted for both the treatment and maintenance phases. Results indicated that instruction in the compare-contrast text pattern was effective in increasing participants' comprehension. A content analysis of Venn diagrams revealed a decrease in number of recorded meaning units during the maintenance phase while passage comprehension remained high. Future research and implications for classroom interventions are discussed.
Get full access to this article
View all access options for this article.
References
1.
AsbergJ.KoppS.Berg-KellyK.GillbergC. (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.
BernhardtE.DestinoT.KamilM.Rodriguez-MuñozM. (1995). Assessing science knowledge in an English-Spanish bilingual elementary school. Cognosos, 4, 4–6.
CarnahanC.WilliamsonP. (2010). Autism, cognition, and reading. In CarnahanC.WilliamsonP. (Eds.), Quality literacy instruction for students with autism spectrum disorders (pp. 21–44). Shawn Mission, KS: Autism Asperger.
Carrow-WoolfolkE. (1995). Oral and written language scales. Bloomington, MN: Pearson Assessment.
7.
CattsH. 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.
ChiangH. M.LinY. H. (2007). Reading comprehension instruction for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 22(4), 259–267. doi:10.1177/10883576070220040801.
9.
DukeN. 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.
DukeN. K.Purcell-GatesV. (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.
GajriaM.JitendraA. K.SoodS.SacksG. (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.
GastD.HammondA. (2010). Withdrawal and reversal designs. In GastD. (Ed.), Single subject research methodology in behavioral sciences (pp. 234–276). New York, NY: Routledge.
14.
GastD.SpriggsA. (2010). Visual analysis of graphic data. In GastD. (Ed.), Single subject research methodology in behavioral sciences (pp. 199–233). New York, NY: Routledge.
GoldmanS. R.RakestrawJ. A.Jr. (2000). Structural aspects of constructing meaning from text. In KamilM. S.MosenthalP. B.PearsonP. D.BarrR. (Eds.), Handbook of Reading Research (Vol. 3, pp. 311–335). Mahwah, NJ: Erlbaum.
17.
HatchJ. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY.
18.
JitendraA. K.BurgessC.GajriaM. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135–159.
19.
KampsD. M.BarbettaP. M.LeonardB. R.DelquadriJ. (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.
KampsD. M.LeonardB.PotucekJ.Garrison-HarrellL. (1995). Cooperative learning groups in reading: An integration strategy for students with autism and general classroom peers. Behavioral Disorders, 21, 89–109.
21.
KennedyC. (2004). Single case design for educational research. Boston, MA: Allyn & Bacon.
22.
LaneK. L.Beebe-FrankenbergerM. E. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Allyn & Bacon.
MeyerB. J. F.PoonL. 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.
NationK.ClarkeP.WrightB.WilliamsC. (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.
26.
RandiJ.NewmanT.GrigorenkoE. (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.
SaldanaD.FrithU. (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.
ScruggsT. E.MastropieriM. A. (1998). Summarizing single subject research: Issues and applications. Behavior Modification, 22, 221–242. doi:10.1177/01454455980223001.
29.
SemelE. M.WiigE. H.SecordW. (2003). Clinical evaluation of language fundamentals (CELF-4). San Antonio, TX: The Psychological Corporation.
30.
ShanahanT.CallisonK.CarriereC.DukeN. K.PearsonP. D.SchatschneiderC.TorgesenJ. (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-MylesB.HilgenfeldT. D.BarnhillG.GriswoldD.HagiwaraT.SimpsonR. (2002). Analysis of reading skills in individuals with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 17(1), 44–47. doi:10.1177/108835760201700104.
32.
SnyderL. (2010). Reading expository material: Are we asking the right questions?Topics in Language Disorders, 30(1), 39–47. doi:10.1097/TLD.0b013e3181d098b3.
33.
SteinN. L.TrabassoT. (1981). What's in a story: An approach to comprehension and instruction. In GlaserR. (Ed.), Advances in instructional psychology (Vol. 2, pp. 213–267). Hillsdale, NJ: Erlbaum.
34.
WahlbergT.MaglianoJ. (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.
WhalonK. J.Al OtaibaS.DelanoM. 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.
WhalonK. J.HartJ. 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.
WilliamsJ. P.HallK. M.LauerK. 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.
WilliamsJ. P.HallK. M.LauerK. D.StaffordB.DeSistoL.deCaniJ. (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.
39.
WilliamsJ. P.Nubla-KungA. M.PolliniS.StaffordK. B.GarciaA.SnyderA. E. (2007). Teaching cause-effect text structure through social studies content to at-risk second graders. Journal of Learning Disabilities, 40(2), 111–120. doi:10.1177/00222194070400020201.
40.
WilliamsJ. P.StaffordK. B.LauerK. D.HallK. M.PolliniS. (2009). Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101(1), 1–20. doi:10.1037/a0013152.
41.
WilliamsonP.CarnahanC.JacobsJ. (2012). Reading comprehension profiles of high-functioning students on the autism spectrum: A grounded theory. Exceptional Children, 78, 449–469.
42.
ZwiersJ. (2010). Building reading comprehension habits in grades 6–12: A toolkit of classroom activities. Newark, DE: International Reading Association.
