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¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Intervention students made greater progress on knowledge of definitions than control students, with a very strong 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 comparison of difference scores (post-test minus pre-test) in a randomized pilot with 13 students with high-functioning ASD; the article reports "a very strong effect size for knowledge of definitions" but prints no numeric value.
"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¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
- Vocabulary — outcome: instruction changes it
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
- Partially mastering the instructed skills helped students with high-functioning ASD improve reading comprehension, with a moderate effect size — related
- 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 — related
- Fourth graders receiving multi-component social studies vocabulary instruction made significantly greater vocabulary gains on a curriculum-based measure than comparison peers — related
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