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An Intervention Concerning Reading Comprehension, Students With Reading Between the Lines An intervention concerning Reading Comprehension, Students with High-Functioning Autism Spectrum Disorder, and the design of educational software for Mobile Technologies. Michelle Irene Somerton BEd. (Honours) – University of Tasmania, 2011 Dissertation submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Faculty of Education University of Tasmania, Launceston October 2015 STATEMENT OF AUTHENTICITY AND ACCESS I certify that this dissertation contains no material that has been accepted for the award of any other degree or diploma in any institute, college or university. In addition, to the best of my knowledge and belief, it contains no material previously published or written by another person, except where due reference is made in the text of the dissertation. Apart from direct consent from the author, this thesis may be made available for loan and limited copying with conformity to the Copyright Act 1968. This permission covers only single copies made for study purposes, subject to conditions of acknowledgment. Name …Michelle Irene Somerton…… Signed ………………………………………….. Date …23rd October 2015…… i STATEMENT OF ETHICAL CONDUCT The research associated with this thesis abides by the international and Australian codes on human and animal experimentation, the guidelines of the Human Research Ethics Committee (Tasmania), the guidelines by the Australian Government’s Office of the Gene Technology Regulator and the rulings of the Safety, Ethics and Institutional Biosafety Committees of the University. (See also Appendix A and Appendix B for approval of the project and subsequent amendments.) Name …Michelle Irene Somerton…… Signed ………………………………………….. Date …23rd October 2015…… ii ACKNOWLEDGMENTS I would like to acknowledge the assistance and support from my supervisory team who have guided me throughout this study. I have been privileged to work with Associate Professor Ruth Fielding-Barnsley who has supported me in Honours through to Doctoral research. Thank you also to Dr. Christopher Rayner whose enthusiasm and encouragement for this project has kept me inspired. Finally, to Professor Ian Hay, your patience and wisdom has been invaluable, particularly for those tricky questions I have had to regularly navigate. My thanks also go to the students, their parents, teachers and schools who have made this research possible. Without their support, this work could not be achieved. I am grateful to my family and friends who have never wavered in their support. Thank you especially to my parents Mary and Dene, my children Ruby and James. I have also been blessed with amazing friends who reminded me to laugh. Carina, Deborah, and Sue – it has been such a long journey but we still have many more adventures to share. Tho' much is taken, much abides; and tho' We are not now that strength which in old days Moved earth and heaven, that which we are, we are; One equal temper of heroic hearts, Made weak by time and fate, but strong in will To strive, to seek, to find, and not to yield. (Tennyson, 1842) iii ABSTRACT The present study explored language, communication, and reading comprehension deficits in students with High-Functioning Autism Spectrum Disorder (HFASD) and research in educational software applications (Apps) and mobile technologies. Many students with HFASD demonstrate difficulties in the acquisition of critical literacy skills such as reading comprehension, which research associates with the core deficits of the disorder. These core deficits include social communication, social interaction, and restricted or repetitive behaviours and interests. One of the ways these core deficits impact on students with HFASD is in face-to- face interactions and communicating with others. Mobile technologies and educational App software may be one way to support the development of reading comprehension of students with HFASD without the communication difficulties often experienced with face-to-face teaching and learning. Research concerning students with HFASD and the application of mobile technologies is emergent and as such limited. More notable, is a lack of research that could determine if educational software can develop the skills that underpin reading comprehension. As a result, the present study focussed on the design and development of an App to evaluate its effectiveness with this cohort of students. The three main research questions examined in this thesis are: (1) Can App software be designed to support measurable gains in reading comprehension for students with HFASD? (2) What are the key criteria and design features to consider when creating educational software for mobile technologies? (3) Considering the heterogeneous nature of students with HFASD, what attributes of characteristics influence students’ results after using the software? iv The participants involved in this research were aged from seven to twelve years with an in independent diagnosis of HFASD. A pilot study was initially conducted with two participants with HFASD to define and develop the treatment protocols for the main study. As a result, the main study utilised a single subject quasi-experimental case design involving nine participants, five boys and four girls. These students were assessed on measures including their vocabulary, comprehension, phonological awareness, and reading attitudes and behaviours. The core findings of the present study describe improvements in reading comprehension for participants with specific deficits in vocabulary and comprehension. These findings are discussed in terms of the importance of understanding the heterogeneity of students with autism spectrum disorder and their learning needs. The findings review the theories that can be applied to understanding how the core deficits of this disorder contribute to problems in the acquisition of critical literacy skills, and how new educational technologies can be specifically developed and designed for this cohort of students to improve their learning. However, these findings have broader implications for educators and software developers in acknowledging the key pedagogical principles that underpin the success of educational technologies for all students in the classroom. v Table of Contents STATEMENT OF AUTHENTICITY AND ACCESS ................................................................. i STATEMENT OF ETHICAL CONDUCT ................................................................................. ii ACKNOWLEDGMENTS ........................................................................................................... iii ABSTRACT .................................................................................................................................. iv Table of Contents ......................................................................................................................... vi List of Figures ............................................................................................................................... xi List of Tables ............................................................................................................................... xiv Chapter 1 - Introduction .............................................................................................................. 1 1.1 Autism – A Definition ......................................................................................................... 1 1.2 Variability in Functionality ................................................................................................. 2 1.3 Prevalence ........................................................................................................................... 4 1.4 Implications of the Diagnosis in Education Contexts ......................................................... 5 1.5 Theoretical Perspectives related to Reading Comprehension ............................................. 6 1.6 Aims of the Research .........................................................................................................11 1.7 Implications....................................................................................................................... 12 1.8 A Synopsis of the Thesis ................................................................................................... 13 Chapter - 2 Literature Review ................................................................................................... 15 2.1 Language and Autism ....................................................................................................... 15 2.2 Language and Comprehension - General .......................................................................... 18 2.3 Language and Comprehension for Children with Autism ................................................ 20 2.3 Autism and Hyperlexia ..................................................................................................... 27 2.4 Reading Instruction for Individuals with ASD ................................................................. 29 vi 2.4.1. Co-operative learning groups ..................................................................................... 31 2.4.2. Anaphoric Instruction for Pronouns in Text ............................................................... 32 2.4.3. Scaffolded Instruction and Direct Instruction ............................................................ 34 2.4.4. Visual Strategies .........................................................................................................
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