THE EFFECTIVENESS OF PEER-ASSISTED LEARNING STRATEGIES ON READING COMPREHENSION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

[摘要] Individuals with autism spectrum disorder (ASD) demonstrate strengths in word recognition and decoding, but comprehension skills are not well developed. If reading problems are not quickly addressed, they will continue to affect academic progress. Unless an effective reading intervention is established early, the outcome for struggling readers is not positive. There is little research in the area of reading comprehension for students with ASD. However, one instructional approach that has benefited many beginning readers and has improved reading comprehension skills is Peer-Assisted Learning Strategies (PALS). The current study investigated the effects of PALS on reading fluency and reading comprehension for students with ASD. A single-subject multiple baseline design across participants was used for three students with ASD. Results from the current study demonstrated that students with ASD can improve reading comprehension and reading fluency when using PALS. More specifically, all three students increased their reading comprehension and two students increased their reading fluency. Directions for future research and implications follow a discussion of findings.

[发布机构] the University of Pittsburgh