Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections
Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections
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DOI：
10.1007/s10803-020-04596-z
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发表时间：
2020-07-10
影响因子：
3.9
通讯作者：
Ehri, Linnea C.
中科院分区：
文献类型：
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作者：
Engel, Karen S.;Ehri, Linnea C.
核心连贯性是在叙述文本等上下文中感知和连接显着信息的能力。自闭症患者在处理信息时表现出注重细节的认知风格，忽视了联系并表现出较弱的中心连贯性。对一年级和二年级学生 (N = 10) 进行了为期六节的教学干预，以促进处理的连贯性，而对照组 (N = 10) 接受了不相关的治疗，平均年龄 7.06 岁，包括 18 名男性和 2 名女性。结果表明，这种教学有利于儿童对叙事文本的理解。与对照组学生相比，干预措施提高了孩子们复述叙事文本的能力，并提高了一年级学生使用序列词复述故事的能力。研究结果对于为这一特殊人群设计阅读教学具有重要意义。
Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N = 10) while a control group (N = 10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children's comprehension of narrative text. The intervention improved children's ability to retell a narrative text and improved first graders' use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population.