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Research has offered limited guidance for teachers, motivating a pilot intervention. The study targets vocabulary, main idea identification, anaphoric relations, and text structure. Thirteen students (mean age 9 years) were randomly assigned to control or intervention conditions. Descriptive analyses indicate the intervention supported greater progress on vocabulary, main ideas, and reading comprehension measures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-reading-comprehension-among-students-with-high-functioning-autism-spectrum-disorder-a-randomized-pilot-study/596581/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-reading-comprehension-among-students-with-high-functioning-autism-spectrum-disorder-a-randomized-pilot-study/596581.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address?","Question",{"text":112,"@type":113},"The study targets reading comprehension challenges for students with high-functioning autism spectrum disorder, noting that existing research has limited support for teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the intervention focus on?",{"text":117,"@type":113},"It targets vocabulary, main idea identification, anaphoric relations, and text structure.",{"name":119,"@type":110,"acceptedAnswer":120},"How were students assigned in the study?",{"text":121,"@type":113},"Thirteen students were randomly assigned to either a control condition or an intervention condition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596581,1792747273,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study  \nCatherine Roux  \nDépartement de psychologie, Université du Québec à Montréal  \nEric Dion  \nDépartement d’éducation et formation spécialisées, Université du Québec à  \nMontréal  \nAnne Barrette  \nDépartement d’éducation et formation spécialisées, Université du Québec à  \nMontréal  \nAbstract  \nReading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, Mage = 9 years) were randomly assigned to either a control or an intervention condition.  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nDescriptive analyses suggest that the intervention is effective; compared with their control condition peers, students in the intervention condition apparently made more progress on the vocabulary, main idea identification, and comprehension measures.  \nKeywords: autism spectrum disorder, high-functioning, reading, comprehension, instruction  \nRésumé  \nLa compréhension en lecture constitue un défi pour les élèves présentant un trouble sur le spectre de l’autisme de haut niveau et la recherche a peu à offrir aux enseignants devantaider ces élèves. Nous avons pré-expérimenté ici une intervention ciblant le vocabulaire, l’identification des idées principales, les relations anaphoriques et la structure du texte. Les élèves (N = 13, Mâge = 9 ans) ont été assignés aléatoirement aux conditions contrôleet intervention. Les analyses descriptives suggèrent que l’intervention a aidé les élèves à progresser davantage sur le plan du vocabulaire, de l’identification des idées principaleset de la compréhension.  \nMots-clés : trouble sur le spectre de l’autisme, haut niveau, lecture, compréhension, enseignement  \nThis research was supported by a grant from the Ministère de l’Éducation, du Loisir et des Sports. We gratefully acknowledge the support of Nathalie Plante, Johanne Rouleau, and Sophie Turcotte. Correspondence concerning this article should be addressed to Eric Dion, Département d’éducation et formation spécialisées, Université du Québec à Montréal, Succ. Centre-ville, C.P. 8888, Montréal, QC,  \nH3C 3P8, [Canada. e-mail : dion.e@uqam.ca](Canada. e-mail : dion.e@uqam.ca)  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nOver the past decades, there has been a growth in the number of children diagnosed with what is now termed autism spectrum disorder (ASD) (Coo, Ouellette-Kuntz, Lloyd, Kasmara, Holden, & Lewis, 2008; Fombonne, 2005; Tidmarsh & Volkmar, 2003) . This increased prevalence has been associated with a diversification of students’ academic needs. In the past, a majority of students with ASD also presented intellectual disability (Edelson, 2006), but this is not the case anymore (e.g., Croen, Grether, & Selvin, 2002) . Students with high-functioning (close to the norm IQ) ASD indeed represent a rapidly growing segment of the population of school-age children with special needs (Centers for Disease Control and Prevention, 2012). Unfortunately, very few research-based interventions have been developed to address the academic needs of this group (Chiang & Lin, 2007) . As a consequence, it is possible that these students do not receive the kind of instruction they need to optimize their learning potential.  \nDespite their average to superior intellectual abilities, students with high-functioning ASD are likely to experience learning difficulties, especially with regard to advanced reading skills. Even if they master ba","cbCaimxdJtX5zbBH","https://ap.wps.com/l/cbCaimxdJtX5zbBH","pdf",684349,"English","# Abstract\n# Keywords\n# Introduction\n## Background on autism spectrum disorder\n## Learning and reading comprehension difficulties","[{\"question\":\"What problem does the study address?\",\"answer\":\"The study targets reading comprehension challenges for students with high-functioning autism spectrum disorder, noting that existing research has limited support for teachers.\"},{\"question\":\"What does the intervention focus on?\",\"answer\":\"It targets vocabulary, main idea identification, anaphoric relations, and text structure.\"},{\"question\":\"How were students assigned in the study?\",\"answer\":\"Thirteen students were randomly assigned to either a control condition or an intervention condition.\"}]","Enhancing Reading Comprehension Among Students With High-Functioning Autism Spectrum Disorder - A Randomized Pilot Study | PDF",1792083341,48]