The Effects of Visible Thinking on the Reading Comprehension of Adolescents With Autism and Delayed Readers

• In Event: Roundtable Session 29
  In Roundtable Session: Exploring Literacy Issues and Practices in Secondary Classrooms

Abstract

In this study, a reading comprehension intervention that has been proven successful with neuro-typical students was implemented with several high-functioning children with autism and several delayed readers. Participants engaged in reading discussions and used a graphic organizer to write about or draw their thinking as they were reading. Through teacher modeling, the participants learned to make connections in their reading and to infer. The Gates-MacGinitie Reading Test, the Qualitative Reading Inventory-5, a rubric, and an informal comprehension assessment were used to collect data. An experimental single subject, multiple baseline across subjects design was employed to analyze the data.

Author

• Gwyn W Senokossoff, Florida International University