Authors: Flores MM, Ganz JB
Title: Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays
Source: Focus on Autism and Other Developmental Disabilities 2007 22(4): 244-251
Year: 2007
Research Design: Single Case Design

This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented with students who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design was employed. A functional relationship between Direct Instruction and reading comprehension skills and behaviors was demonstrated across all behavioral conditions and across students. Results and their implications are discussed.

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