The lack of high-quality studies available and the methodological limitations of this review indicate that effectiveness of reading comprehension interventions for students with autism spectrum disorder is inconclusive

Abstract

This review provides a summary and appraisal commentary on the treatment review by El Zein, F., Solis, M., Vaughn, S., & McCulley, L. (2014). Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders, 44, 1303–1322.

Source of funding and disclosure of interest: The review was supported by Grant R324C120006 from the Institute of Education Sciences, U.S. Department of Education. The authors did not report any conflicts of interests.

Declaration of interests: The commentary author reports no conflicts of interests and is solely responsible for the content of this structured abstract.