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Effects of a decoding program on a child with Autism Spectrum Disorder

Infantino, J.; Hempenstall, K.
This study examined the effect of the Direct Instruction program, Corrective Reading, on the reading and language skills of a seven year old boy with high functioning Autism Spectrum Disorder. The student received 23 hours of instruction over a period of 22 weeks. A battery of tests were administered for pre- and posttest measures. Results indicated that the student demonstrated mastery on all three of the curriculum based mastery tests. Scores also indicated the student was at grade level in reading comprehension, listening comprehension, and fluency skills with a two year grade equivalent increase in silent reading comprehension and listening comprehension. Additionally, the student demonstrated significant improvement in receptive language and overall language skills. However, there were no significant improvements in receptive language skills or gains in phonological skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading
Australasian Journal of Special Education
Design type:
Pretest posttest, gain scores
Fidelity monitored:
Students included:
Students with Autism Spectrum Disorder, elementary students, at-risk students
Other tags:
Corrective Reading, decoding, reading, Comprehensive Test of Phonological Processing, Spadafore Diagnostic Reading Test, Wide Range Achievement Test, Woodcock Tests of Reading Mastery, Dynamic Indicators of Basic Early Literacy Skills, Clinical Evaluation of Language Fundamentals, Peabody Picture Vocabulary Test, Expressive Vocabulary Test, Texas Primary Reading Inventory

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