Partially mastering the instructed skills helped students with high-functioning ASD improve reading comprehension, with a moderate effect size¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A moderate effect size was observed for reading comprehension favoring the intervention condition. → Roux et al. 2015

Evidence¶

Roux et al. 2015¶

Catherine Roux, Eric Dion, Anne Barrette. (2015). Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study. Canadian Journal of Education 38:1. https://eric.ed.gov/?id=EJ1057963

q2 · i? · causal · r1

Descriptive analysis of difference scores on a seven-question measure after four minutes of reading aloud a second-grade narrative text; the article reports a moderate effect size with no numeric value.

"Finally, a moderate effect size was observed for comprehension."

Discussion¶

Related Claims¶

• Main idea identification instruction showed a moderate effect size in students with high-functioning ASD, suggesting the strategy is feasible to teach but the approach could be improved — related
• The CCT intervention produced statistically significant main effects favoring CCT on reading comprehension (ES = 0.14), TOSREC (ES = 0.28), and taught vocabulary (ES = 0.43), but not on SWE or ORF — related
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