Date of Award
2008
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
The incidence of Autism Spectrum Disorders (ASD) has increased in the past several years. As the incidence of ASD rises, the number of students with an ASD in public school settings also rises. There is no information available regarding how academic skills, such as reading fluency, are improved in children with an ASD. In fact, most reading fluency literature has examined interventions and assessment strategies with participants with learning disabilities. However, research has demonstrated that stimulus control improves a variety of skills in students with an ASD. For example, interventions to increase oral reading fluency can serve as stimulus control. The purpose of the present investigation is to determine whether providing stimulus control through the presentation of Listening Passage Preview (LPP) and Repeated Readings (RR) interventions increases oral reading fluency, as measured by words correctly read per minute (WCPM) in children with an ASD. This study employed a single subject research design. Specifically, data were analyzed with a counterbalanced multiple baseline across participants design with components of a reversal design. The results of this investigation indicate that all participants exhibited at least marginal increases in mean oral reading fluency in both treatment conditions. However, the RR intervention produced the greatest increase in participants' WCPM overall.
Recommended Citation
Gile, Breanna N., "Increasing Oral Reading Fluency In Children Diagnosed With Autism Spectrum Disorders" (2008). All-Inclusive List of Electronic Theses and Dissertations. 1013.
https://scholars.indianastate.edu/etds/1013