Doctor of Philosophy (Ph.D.)
Degree Granting Department
Ann Cranston-Gingras, Ph.D.
Sylvia Diehl, Ph.D.
Brenda Townsend Walker, Ph.D.
John Ferron, Ph.D.
Jeannie Kleinhammer-Tramill, Ph.D.
Reading Comprehension, Autism, single-case design
This study examined the effects of anaphoric pronouns presented via computer screen on the reading comprehension of four children with Autism Spectrum Disorder (ASD). Stories from the education.com website were used to collect data. The students’ responses to reading comprehension questions during baseline, treatment, and follow-up sessions were analyzed. The perceptions of students regarding anaphoric pronouns were also analyzed. Initially, reading levels, fluency and comprehension rate, of the students with ASD were identified via the Gray Oral Reading Test, Fifth edition (GORT-5), Test of Narrative Language (TNL), and Test of Narrative Language, Second edition (TNL-2). A randomized multiple baseline (MBL) design with a follow-up extension across participants was implemented to determine the effects of anaphoric reference support using computer-based instruction on the students’ reading comprehension skills. The analysis indicated a statistically significant increase in the reading comprehension skills. Positive student feedback about using anaphoric reference support with automated computer program supported the effect of the intervention on the reading comprehension of the students with ASD. The researcher presented recommendations for further research and studies.
Scholar Commons Citation
Karayazi Ozsayin, Seda, "Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming" (2017). Graduate Theses and Dissertations.