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Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays

University of Texas at San Antonio, margaret.flores{at}utsa.edu.edu

Jennifer B. Ganz

University of Texas at San Antonio

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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Focus on Autism and Other Developmental Disabilities, Vol. 22, No. 4, 244-251 (2007)
DOI: 10.1177/10883576070220040601


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Flores, M. M. Articles by Ganz, J. B. Search for Related Content Social Bookmarking                         What's this?