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¶

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? Intervention students progressed more than controls on main idea identification, with a moderate effect size. → 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 in the randomized pilot; the article reports a moderate effect size for main idea identification, with no numeric value printed.

"As can be seen in Table 2, there was a very strong effect size for knowledge of definitions and a moderate one for main idea identification."

Discussion¶

Related Claims¶

• Partially mastering the instructed skills helped students with high-functioning ASD improve reading comprehension, with a moderate effect size — related
• The text-processing intervention significantly improved struggling middle school readers' identification of key words and main ideas on a proximal measure — related
• In a randomized pilot study, students with high-functioning ASD receiving explicit vocabulary instruction showed a very strong effect size on knowledge of definitions compared with control peers — related