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A multiple baseline design across participants was used to investigate the effects of reciprocal questioning strategy instruction delivered in cooperative pairs on the reading comprehension of children with autism spectrum disorder. Three children with autism spectrum disorder and 9 general education peers participated in the study. Following intervention, children with autism increased frequency of question generation and responding using a story map framework. In addition, two participants increased their performance on standardized comprehension measures. Social validity data indicated children with autism and their general education peers enjoyed the intervention; and parents perceived a change in their child's language, reading fluency and reading comprehension skills.
A Dissertation Submitted to the Department of Childhood Education, Reading, and Disability Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy.
Includes bibliographical references.
Florida State University
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