東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Reading achievement for students wit...

Quan, Jenny Lynn.

FindBook

Google Book

Amazon

博客來

Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading./
作者:	Quan, Jenny Lynn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	111 p.
附註:	Source: Dissertations Abstracts International, Volume: 76-06, Section: A.
Contained By:	Dissertations Abstracts International76-06A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644310
ISBN:	9781321324327

Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading.
Quan, Jenny Lynn.

Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 111 p.

Source: Dissertations Abstracts International, Volume: 76-06, Section: A.

Thesis (Ph.D.)--California State University, Los Angeles, 2014.

This item must not be sold to any third party vendors.

Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement, with comprehension identified as a salient area of deficit. Research remains limited in this area, however, particularly with regard to assessment of the five key areas of reading (phonological awareness, word reading/ decoding, fluency, vocabulary, comprehension). The current study provides an in-depth look at the five key areas of reading for 28 elementary-school students with a confirmed ASD and compares the reading performance of these students with a comparison group of 30 students with SLD who would be expected to show the reverse pattern of performance on reading measures (e.g., deficits in decoding and strengths in comprehension). Additionally, a mixed-methods approach is used in the exploratory examination of student reading behaviors related to comprehension. Findings indicate patterns of strengths and weaknesses for both groups of students across the five key areas, with both groups falling well below expected population norms and benchmarks in phonological awareness, decoding, fluency, and passage comprehension. In contrast, students from both groups excelled on a measure of supported comprehension. Students with ASD performed at higher levels than peers with SLD on measures of word reading and fluency, but not on measures of phonological awareness or decoding. Conversely, students with SLD performed at higher levels than peers with ASD on a measure of listening comprehension, but not on measures of vocabulary, supported comprehension, or passage comprehension. Exploratory investigation revealed that teachers perceived that students with SLD use reading behaviors at a higher rate and with a higher level of proficiency to promote comprehension than peers with ASD. Further, student interviews demonstrated that students who were low comprehenders used fewer and more passive strategies than students who were high comprehenders, regardless of ASD or SLD group membership. Implications for practice and future research are noted.

ISBN: 9781321324327Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Autism

Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading.
LDR:03606nmm a2200373 4500 001 2267696
005 20200724103040.5
008 220629s2014 ||||||||||||||||| ||eng d
020 $a 9781321324327
035 $a (MiAaPQ)AAI3644310
035 $a (MiAaPQ)calstatela:11327
035 $a AAI3644310
040 $a MiAaPQ $c MiAaPQ
100 1 $a Quan, Jenny Lynn. $3 3173314
245 1 0 $a Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 111 p.
500 $a Source: Dissertations Abstracts International, Volume: 76-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kasari, Connie.
502 $a Thesis (Ph.D.)--California State University, Los Angeles, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement, with comprehension identified as a salient area of deficit. Research remains limited in this area, however, particularly with regard to assessment of the five key areas of reading (phonological awareness, word reading/ decoding, fluency, vocabulary, comprehension). The current study provides an in-depth look at the five key areas of reading for 28 elementary-school students with a confirmed ASD and compares the reading performance of these students with a comparison group of 30 students with SLD who would be expected to show the reverse pattern of performance on reading measures (e.g., deficits in decoding and strengths in comprehension). Additionally, a mixed-methods approach is used in the exploratory examination of student reading behaviors related to comprehension. Findings indicate patterns of strengths and weaknesses for both groups of students across the five key areas, with both groups falling well below expected population norms and benchmarks in phonological awareness, decoding, fluency, and passage comprehension. In contrast, students from both groups excelled on a measure of supported comprehension. Students with ASD performed at higher levels than peers with SLD on measures of word reading and fluency, but not on measures of phonological awareness or decoding. Conversely, students with SLD performed at higher levels than peers with ASD on a measure of listening comprehension, but not on measures of vocabulary, supported comprehension, or passage comprehension. Exploratory investigation revealed that teachers perceived that students with SLD use reading behaviors at a higher rate and with a higher level of proficiency to promote comprehension than peers with ASD. Further, student interviews demonstrated that students who were low comprehenders used fewer and more passive strategies than students who were high comprehenders, regardless of ASD or SLD group membership. Implications for practice and future research are noted.
590 $a School code: 0962.
650 4 $a Special education. $3 516693
653 $a Autism
653 $a Learning disability
653 $a Mixed-methods
653 $a Reading achievement
653 $a Reading intervention
690 $a 0529
710 2 $a California State University, Los Angeles. $b Special Education and Counseling. $3 3168646
773 0 $t Dissertations Abstracts International $g 76-06A.
790 $a 0962
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644310