ABSTRACT

Reading comprehension deficits are common for students with Autism Spectrum Disorder (ASD) but there are few studies that have examined specific strategies for teaching reading comprehension to this population. The current study investigated the effect of embedding the restricted interests (RI) of two high school students with ASD in text on reading comprehension performance using a single-subject, multi-element research design. Neither participant showed an increase in the number of relevant words shared during oral retell and only one participant showed an increase in the percent of correctly answered reading comprehension questions. Embedding the RI in text more frequently did not impact reading comprehension performance. The results indicate there are potential variables that may limit the effect of embedding the RI of students with ASD in text on reading comprehension.

摘要

阅读理解障碍对于患有自闭症谱系障碍 (ASD) 的学生来说很常见，但很少有研究检查过向该人群教授阅读理解的具体策略。目前的研究使用单学科、多元素的研究设计，调查了将两名 ASD 高中学生的受限兴趣 (RI) 嵌入文本中对阅读理解表现的影响。两名参与者在口头复述期间分享的相关单词数量都没有增加，只有一名参与者的正确回答阅读理解问题的百分比有所增加。在文本中更频繁地嵌入 RI 不会影响阅读理解性能。