Date of Award/Publication
MS in Literacy Education
This study examined the impact priming has on answering “right there” questions following the QAR frameworks for students with autism. Research was conducted in a 12:1:4 middle school classroom where the curriculum focuses on life skills instruction. Data was collected through a student questionnaire, parent conversation, classroom observations, and three individual work sessions with the student. The data shows priming to be a successful strategy to increase reading comprehension. A surprising discovery was when introducing new material to the student with autism, explicit/direct instruction across settings greatly impacted the student‟s performance. Through the review of theliterature and the findings of this case study, three themes emerged: student dependence, phrasing and the importance of structure in the reading process for students with autism.
Merrifield, Cynthia, "Enhancing Reading Comprehension for Students with Autism" (2011). Education Masters. Paper 13.
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