Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

Carnahan, Christina R.; Williamson, Pamela

doi:10.1177/001440291307900302

Cited by 53 publications

(70 citation statements)

References 30 publications

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“…Two interventions were delivered in both special and general education classrooms (e.g., Collins et al, ), and another two interventions were in different settings—one in a kitchenette (Miller & Taber‐Doughty, ) and one in a greenhouse (Collins et al, ). One study did not provide a detailed description of the setting (Carnahan & Williamson, ).…”

Section: Resultsmentioning

confidence: 99%

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

et al. 2019

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A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self‐directed learning and two on comprehension‐based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.

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Section: Resultsmentioning

confidence: 99%

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

et al. 2019

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“…Carnahan and Williamson (2013): Students use key words that signal a pattern and a Venn diagram to support their comprehension of expository science text. This strategy supports comprehension by helping the learner connect details across the text in a meaningful way (supports central coherence deficits).…”

Section: Myles Ferguson and Hagiwaramentioning

confidence: 99%

Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education

Fleury

Hedges

Hume

et al. 2014

Remedial and Special Education

129

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The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development.

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“…Students who have a strong prior knowledge of a topic often do not rely heavily on text structures for comprehension. For example, understanding signal words for comparing and contrasting helps students to retrieve important information from the text (Carnahan & Williamson, 2013). Recognizing the importance of background knowledge reaffirms the need for strong vocabulary connections to be made prior to reading but also reemphasizes the importance of teaching students about the structure of expository text.…”

Section: Discussionmentioning

confidence: 94%

Reading Instruction in Science for Students With Learning Disabilities

Kaldenberg

Watt

Therrien

2014

Learning Disability Quarterly

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As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading. However, research continues to show that for students to fully access the science curriculum, it is critical to address effective ways to increase reading comprehension of expository science text. This meta-analysis identified 20 studies from 12 articles that evaluated the efficacy of such interventions. Effect sizes were calculated for each study. Across all studies, a mean effect size (ES) of 0.98 was obtained. Findings align with past research on reading comprehension of expository text indicating that students with LD benefit from explicit vocabulary instruction (ES = 1.25) and the use of multicomponent interventions (ES = 0.64) when reading science-related material.

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Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

Abstract: T he number of children diagnosed with autism spectrum disorder (ASD) continues to rise. Many of these learners exhibit strengths in word recognition, and difficulties with comprehension are well documented (Asberg,

Cited by 53 publications

References 30 publications

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education

Reading Instruction in Science for Students With Learning Disabilities

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