The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students...

Area of Science:

• Educational Technology
• Special Education
• Autism Spectrum Disorder Research

Background:

• Students with autism spectrum disorder (ASD) often face challenges accessing grade-level science content.
• Adapted digital texts, like eBooks, offer potential solutions by incorporating features to support comprehension.
• Shared reading strategies can be integrated with technology to enhance learning experiences.

Purpose of the Study:

• To investigate the impact of adapted science eBooks in shared reading on the reading comprehension of high school students with ASD.
• To assess the effect of this intervention on the task engagement levels of these students.
• To determine if adapted eBooks can improve access to science texts for students with ASD.

Main Methods:

• A grade-level science textbook was adapted into an eBook with visual and auditory features (text-to-speech, summarization, highlighting).
• A shared reading intervention incorporating pre-reading, during-reading, and post-reading strategies was implemented.
• A single-case multiple probe design was used to evaluate changes in reading comprehension and task engagement.

Main Results:

• All participating high school students with ASD showed significant improvements in reading comprehension.
• Task engagement levels were maintained or increased during the intervention sessions compared to baseline.
• The adapted eBook intervention facilitated access to science content without compromising student engagement.

Conclusions:

• Adapted science eBooks used in shared reading are effective in improving reading comprehension for high school students with ASD.
• This approach supports sustained or enhanced task engagement, crucial for effective learning.
• The findings suggest a promising intervention for enhancing science education outcomes for students with ASD.