Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
https://link.springer.com/content/pdf/10.1007/s10803-021-05416-8.pdf
Reference59 articles.
1. Asberg, J., & Sandberg, A. D. (2010). Discourse comprehension intervention for high-functioning students with autism spectrum disorders: Preliminary findings from a school-based study. Journal of Research in Special Educational Needs, 10(2), 91–98. https://doi.org/10.1111/j.1471-3802.2010.01147.x
2. Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52(2), 156–173. https://doi.org/10.1044/jshd.5202.156
3. Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1
4. Cain, K., & Barnes, M. A. (2017). Reading comprehension: What develops and when? In Theories of reading development (pp. 257–282). John Benjamins.
5. Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research, 51(6), 1569–1579. https://doi.org/10.1044/1092-4388(2008/07-0259)
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