Effects of TWA-Supported Digitally on Comprehension of Students With Autism Spectrum Disorder, Level 1

Abstract

Presenting text in digital format with annotation supports may relieve some of the cognitive load that hinders inferential comprehension for students with comprehension deficits. Science texts are particularly difficult, as the content may not be within the knowledge repertoire of a reader. The purpose of this study was to investigate the effects of using a reading strategy, Thinking before, While and After (TWA) -digitally supported (TWA-SD), on the comprehension of science text by students with autism spectrum disorder (ASD, Level 1) participants. A concurrent multiple probe single subject research design was used to individually deliver intervention. Results indicated the intervention was effective in increasing participants’ accuracy and quality of oral retellings of main ideas and details as well as their performance on general comprehension questions. Implications regarding the use of digitally supported strategies to increase access to the curriculum for students with ASD, Level 1 are discussed.