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Interventions for Improving Reading Comprehension in Children with ASD: A Systematic Review

机译:改善ASD中儿童阅读理解的干预:系统审查

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摘要

Children with autism spectrum disorder (ASD) often have comorbid learning difficulties in reading comprehension, an essential skill in accessing any area of the curriculum. The aim of this systematic review is to analyze the effectiveness of reading comprehension interventions in students with ASD. We conducted a search for scientific articles published from 2000 to 2019 using the keyword “autis*” in combination with the terms “reading comprehension” and “intervention” or “instruction” in Psyc Info and Scopus databases. After applying inclusion and exclusion criteria, a total of 25 studies were selected. The content analysis of these studies shows that when specific interventions are carried out, students with ASD are able to take advantage of the instruction they receive and compensate for difficulties. Understanding inferences and the main idea of the text are the most common reading comprehension topics, and direct instruction is the most widely-used intervention method in the reviewed studies. Nonetheless, it must be kept in mind that some of the reviews do not specify which sub-processes are addressed in the intervention. Future work should include this aspect, consider the importance of the interventions being implemented by teachers, and take specific aspects of ICT into account that can contribute to improving reading comprehension.
机译:患有自闭症谱系障碍(ASD)的儿童通常在阅读理解中具有共道的学习困难,进入课程的任何区域的重要技能。该系统审查的目的是分析亚本大学学生阅读理解干预措施的有效性。我们使用关键字“Autis *”在PSYC“读取理解”和“介入”或“指令”中,搜索从2000年至2019年从2000年到2019年发布的科学文章。施用包含和排除标准后,共选出25项研究。这些研究的内容分析表明,当进行特定干预时,有ASD的学生能够利用他们收到和弥补困难的指令。了解文本的推论和主要思想是最常见的阅读理解主题,直接指导是在审查的研究中最广泛使用的干预方法。尽管如此,必须牢记其中一些评论不指定干预中已解决哪些子流程。未来的工作应包括这方面,考虑教师实施的干预措施的重要性,并考虑到ICT的具体方面,可能有助于改善阅读理解。

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