Explicit, structured small-group intervention combining vocabulary, story reading, main idea identification, and text structure¶
Design · All designs
Evidence · 4 claims (3 for, 1 against) · 1 study (1 causal),q2· 0 of 1 report an effect size · 4 claims rest on one study
Description¶
The article pilots a theory-based intervention in which, over 10 weeks, a research assistant offered three 30-minute sessions per week to small groups of three to four students, totalling 15 hours. Instruction was "structured (it followed a detailed protocol) and explicit (a clear and coherent terminology was used)", with students' participation continuously required. Most sessions combined tier-2 vocabulary teaching, story reading, main idea identification, and text structure review, with three separate sessions on anaphoric relations.
Design Implications¶
Context¶
Requirements¶
- A detailed protocol and clear, coherent terminology; the same research assistant delivered sessions to reduce adaptation difficulties for students with ASD
Constraints¶
- Conclusions on efficacy cannot be drawn because of the small sample size; the anaphoric-relations component showed no effect, possibly due to only three sessions
Target Learners¶
- students with high-functioning autism spectrum disorder, age approximately 9 years, in regular or special classrooms
Learning Goals¶
- reading comprehension
- vocabulary
- main idea identification
- anaphoric relations
- text structure
Claims¶
- Vocabulary Instruction Strong Effect Hfasd Pilot [+M]
- Main Idea Instruction Moderate Effect Hfasd [+M]
- Comprehension Moderate Effect Hfasd Pilot [+M]
- Anaphoric Relations No Effect Hfasd [-M]
Related Designs¶
Examples¶
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Key Sources¶
- 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://www.cje-rce.ca
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
explicit-comprehension-intervention-hfasd-pattern |
title |
Explicit, structured small-group intervention combining vocabulary, story reading, main idea identification, and text structure |
description |
The article pilots a theory-based intervention in which, over 10 weeks, a research assistant offered three 30-minute sessions per week to small groups of three to four students, totalling 15 hours. |
status |
review |
generated |
by process:settle-candidates on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — catherine-roux-2015 |
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