Effectiveness and evidence level of reading comprehension techniques to the reading comprehension deficits of children and adolescents ages 7-18 with ASD : a systematic review

Date of Completion

2018

Document Type

Thesis

Degree Name

Bachelor of Science in Speech Language Pathology

Keywords

Autism Spectrum Disorder, Dyslexia, Child, Reading

Abstract

This study presented a systematic review regarding the effectiveness and evidence level of reading comprehension techniques to the reading comprehension deficits of children and adolescents ages 7-18 with autism spectrum disorder (ASD). The reading comprehension intervention studies conducted between 2009 and 2017 with individual ages 7-18 diagnosed with ASD were synthesized. Nine (9) studies composed of seven (7) single case studies, one (1) pilot randomized control study and one (1) randomized control study met the criteria for inclusion. Gathered research studies were categorized into strategies, organizers and assistive technology based on the similarities on how they were applied and conducted. The reading comprehension interventions increased the accuracy in answering comprehension questions, summarization and main idea identification thus, helped in improving reading comprehension of children and adolescent identified with ASD. The level of evidence of the research journals included in the study was low due to limited randomized control studies. Among the nine (9) reviewed studies, reciprocal teaching and explicit instruction obtained the highest level of evidence and the randomized control study of reading comprehension intervention was the only current study.

First Advisor

Kathy B. Reyes

Second Advisor

Kerwyn Jim C. Chan

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