| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 370147 | Research in Autism Spectrum Disorders | 2013 | 9 Pages |
A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages.
► The effects of fluency instruction on selection and topography-based comprehension were examined. ► Fluency instruction consisted of listen passage preview, error correction, and performance feedback. ► Fluency instruction resulted in improved fluency and comprehension. ► Results suggest that gains in reading fluency and comprehension may not generalize to novel passages.
