Advisor(s) - Committee Chair
Samuel Kim (Director), Ryan Farmer, Elizabeth Jones, Jenni Redifer
Doctor of Psychology in Applied Psychology
Doctor of Psychology
As the incidence rate of children with Autism Spectrum Disorder (ASD) appears to increase, the need for evidence-based reading interventions for these students, which are important for the reading development of students with ASD, also increases. Unfortunately, there has been little research on evidence-based strategies to effectively improve the reading fluency skills of students with ASD. Repeated reading and error correction methods have been effective for children in improving their reading fluency. This study used a single subject multiple baseline design to investigate the effectiveness of the evidence-based strategies of repeated reading and error correction strategies on the reading fluency skills children with ASD. Four students with ASD received the intervention of repeated reading only and then repeated reading with an error correction method. Results supported an improvement the reading fluency skills of the children with ASD as evidenced by an increase in the correct words per minute read in three out of the four children with the use of repeated reading only. With the combination of repeated reading and error correction method, there was a significant reduction in the errors per minute in two of the four children and a moderate effect on the correct words per minute in two of the four children. This study provides preliminary evidence of the usefulness of repeated reading and error correction to improve the reading fluency skills in children with ASD.
School Psychology | Special Education and Teaching
Guthrie, Regina Martin, "Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder" (2017). Dissertations. Paper 136.