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THE EFFECTIVENESS OF PEER-ASSISTED LEARNING STRATEGIES ON READING COMPREHENSION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

Regelski, Richard (2016) THE EFFECTIVENESS OF PEER-ASSISTED LEARNING STRATEGIES ON READING COMPREHENSION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Individuals with autism spectrum disorder (ASD) demonstrate strengths in word recognition and decoding, but comprehension skills are not well developed. If reading problems are not quickly addressed, they will continue to affect academic progress. Unless an effective reading intervention is established early, the outcome for struggling readers is not positive. There is little research in the area of reading comprehension for students with ASD. However, one instructional approach that has benefited many beginning readers and has improved reading comprehension skills is Peer-Assisted Learning Strategies (PALS). The current study investigated the effects of PALS on reading fluency and reading comprehension for students with ASD. A single-subject multiple baseline design across participants was used for three students with ASD. Results from the current study demonstrated that students with ASD can improve reading comprehension and reading fluency when using PALS. More specifically, all three students increased their reading comprehension and two students increased their reading fluency. Directions for future research and implications follow a discussion of findings.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Regelski, Richardrer33@pitt.eduRER33
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairLyon, Stevensrlyon@pitt.edu
Committee MemberKostewicz, Douglasdekost@pitt.edu
Committee MemberRobertson, Rachelrachelr@pitt.edu
Committee MemberHanden, Benjaminhandenbl@upmc.edu
Date: 5 August 2016
Date Type: Publication
Defense Date: 12 July 2016
Approval Date: 5 August 2016
Submission Date: 3 August 2016
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 98
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Peer-Assisted Learning Strategies PALS Reading Comprehension Strategies for Students with Autism PALS + Reading Comprehension PALS + Autism
Date Deposited: 05 Aug 2016 18:13
Last Modified: 15 Nov 2016 14:35
URI: http://d-scholarship.pitt.edu/id/eprint/29102

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