학술논문
Reading Comprehension Profiles of High-Functioning Students on the Autism Spectrum: A Grounded Theory.
Document Type
Article
Source
Subject
*AUTISTIC children
*GROUNDED theory
*ASPERGER'S syndrome in children
*STUDY & teaching of reading comprehension
*COGNITIVE ability
*READING intervention
*READING strategies
*INFERENCE (Logic)
*IMAGINATION in children
*AUTISM spectrum disorders in children
*EDUCATION
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Language
ISSN
0014-4029
Abstract
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7 -- 13 with ASD read 16 passages at their instructional reading level. Passages varied by genre, length, and picture support. Sessions were audio-recorded, transcribed verbatim, and then analyzed using open coding, axial coding, and selective coding. The grounded theory resulted in 3 comprehension profiles including imaginative, strategic, and text bound. Future research and implications for classroom interventions are discussed. [ABSTRACT FROM AUTHOR]