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Interventions for Improving Reading Comprehension in Children with ASD: A Systematic Review
Raúl Tárraga-Mínguez1, Irene Gómez-Marí1, Pilar Sanz-Cervera1
1Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain.
Behavioral Sciences (Basel, Switzerland)
|January 5, 2021
Summary
Targeted reading comprehension interventions significantly improve outcomes for children with autism spectrum disorder (ASD). Specific instruction helps students with ASD overcome learning difficulties and enhance their text understanding.
Area of Science:
- Education
- Developmental Psychology
- Special Education
Background:
- Children with autism spectrum disorder (ASD) frequently experience reading comprehension deficits.
- These difficulties impede academic progress across the curriculum.
Purpose of the Study:
- To systematically review the effectiveness of reading comprehension interventions for students with ASD.
- To identify common intervention targets and methods.
Main Methods:
- A systematic search of Psyc Info and Scopus databases (2000-2019) was performed.
- Keywords included "autism" and "reading comprehension" with "intervention" or "instruction".
- 25 studies met the inclusion criteria for content analysis.
Main Results:
- Specific reading comprehension interventions enable students with ASD to benefit from instruction and improve.
- Interventions commonly target understanding inferences and main ideas.
- Direct instruction is the most prevalent intervention method.
Conclusions:
- Structured interventions are effective in enhancing reading comprehension for students with ASD.
- Future research should detail intervention sub-processes, teacher implementation, and ICT integration.
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