At pre-test, students in the two conditions had similar knowledge of definitions and comprehension scores, with intervention students slightly higher on main idea and anaphoric relations¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly

Subclaims¶

q2 i? Pre-test scores were similar across conditions on definitions and comprehension, with a slight initial advantage for intervention students on the other measures. → 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 report of pre-test scores in the randomized pilot (N = 13); the article notes "interven- tion students had slightly higher main idea identification and anaphoric relations scores", an apparent initial advantage addressed by computing difference scores.

"Students from both conditions had similar pre-test knowledge of definitions and compre- hension scores. However, in comparison to their peers in the control condition, interven- tion students had slightly higher main idea identification and anaphoric relations scores."

Discussion¶

Related Claims¶

• The intervention had apparently no effect on anaphoric relations identification, possibly because only three sessions addressed this skill — 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