The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder
The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed.
KeywordsAutism Reading Narrative story Comprehension Engagement
SYK conceived of the study, participated in its design, implemented the intervention, collected data, and drafted the manuscript; MR participated in the design and coordination and helped to draft the manuscript; CL collected data and participated in drafting the manuscript; EG collected data and participated in drafting the manuscript; MTB participated in interpretation of data and helped to draft the manuscript. All authors read and approved the final manuscript.
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