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Developmental Neurorehabilitation Volume 19, 2016 - Issue 3: Autism Spectrum Disorder
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Original Article

Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study

Farah El ZeinCollege of Education, The University of Texas at Austin, Austin, TX, USA, ;The Meadows Center for Preventing Educational Risk, Austin, TX, USA, Correspondence[email protected]
,
Michael SolisThe Meadows Center for Preventing Educational Risk, Austin, TX, USA, ;Curry School of Education, The University of Virginia, Charlottesville, VA, USA, and
,
Russell LangThe Meadows Center for Preventing Educational Risk, Austin, TX, USA, ;Clinic for Autism Research Evaluation and Support, Texas State University, San Marcos, TX, USA
&
Min Kyung KimCollege of Education, The University of Texas at Austin, Austin, TX, USA, ;The Meadows Center for Preventing Educational Risk, Austin, TX, USA,
Pages 141-145 | Received 11 Mar 2014, Accepted 14 Apr 2014, Published online: 19 May 2014

Citations (13)

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Read on this site (1)

Brittany Marshall & Carl Myers. (2021) Does Embedding Restricted Interests of Students with Autism in Text Improve Reading Comprehension?. Developmental Neurorehabilitation 24:5, pages 347-354.
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Articles from other publishers (12)

Carlin Conner, Jill H. Allor, Jennifer Stewart, Devin M. Kearns & Amy Gillespie Rouse. (2022) A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs. Review Journal of Autism and Developmental Disorders 10:4, pages 712-728.
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Everett McGuinty, Alain Carlson, John Nelson & Cailin Scott. (2023) A novel psychotherapy for low‐needs youth on the autism spectrum with emotional regulation challenges. Australian and New Zealand Journal of Family Therapy.
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Carlin Conner, Jill H. Allor, Alyssa R. Henry, Stephanie Al Otaiba & Miriam B. Ortiz. (2023) Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities. The Reading Teacher 77:1, pages 47-58.
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Carlin Conner, Jill H. Allor, Stephanie Al Otaiba, Paul Yovanoff & Lauren LeJeune. (2022) Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability. Focus on Autism and Other Developmental Disabilities, pages 108835762211379.
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Katharine P. Beals. 2022. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum 167 196 .
Michael Solis, Colleen K. Reutebuch, Terry Falcomata, Paul K. Steinle, Veronica L. Miller & Sharon Vaughn. (2019) Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder. Behavior Modification 45:1, pages 66-98.
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Raúl Tárraga-Mínguez, Irene Gómez-Marí & Pilar Sanz-Cervera. (2020) Interventions for Improving Reading Comprehension in Children with ASD: A Systematic Review. Behavioral Sciences 11:1, pages 3.
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Jennifer Ninci, Leslie C. Neely, Mack D. Burke, Mandy Rispoli, Kimberly J. Vannest, Victor Willson & Paula Ulloa. (2019) A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder. Remedial and Special Education 41:5, pages 296-308.
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Benjamin Bailey & Joanne Arciuli. (2019) Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis. Review Journal of Autism and Developmental Disorders 7:2, pages 127-150.
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Jennifer Ninci, Mandy Rispoli, Mack D. Burke & Leslie C. Neely. (2017) Embedding Interests of Individuals with Autism Spectrum Disorder: a Quality Review. Review Journal of Autism and Developmental Disorders 5:1, pages 15-28.
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Alexia Ostrolenk, Baudouin Forgeot d’Arc, Patricia Jelenic, Fabienne Samson & Laurent Mottron. (2017) Hyperlexia: Systematic review, neurocognitive modelling, and outcome. Neuroscience & Biobehavioral Reviews 79, pages 134-149.
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Colleen K. Reutebuch, Farah El Zein & Garrett J. Roberts. (2015) A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder. Research in Autism Spectrum Disorders 20, pages 1-16.
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