Using<scp>Construction‐Integration</scp>Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis-Reference-Cited by-同舟云学术

UsingConstruction‐IntegrationTheory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis

Published:2022-11-03 Issue:1 Volume:58 Page:126-159
ISSN:0034-0553
Container-title:Reading Research Quarterly
language:en
Short-container-title:Reading Research Quarterly

Author:

Zhang Shuai¹,Prykanowski Debra A.²,Koppenhaver David A.²

Affiliation:

1. Department of Education, School of Arts, Sciences, Business, and Education, University of Saint Joseph (Connecticut) West Hartford Connecticut USA

2. Reading Education and Special Education Department, Reich College of Education, Appalachian State University Boone North Carolina USA

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.483

Reference88 articles.

1. Research synthesis: Effective practices for improving the reading comprehension of students with autism spectrum disorder;Accardo A. L.;DADD Online Journal,2015

2. American Psychological Association. (2017).Diagnosing and managing autism spectrum disorder.https://www.apa.org/topics/autism‐spectrum‐disorder/diagnosing

3. Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders

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