Date of Award

8-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. Alisa Lowrey

Committee Chair School

Education

Committee Member 2

Dr. Leonard Troughton

Committee Member 2 School

Education

Committee Member 3

Dr. Terri Rhea

Abstract

Research focused on reading comprehension interventions for students with autism is limited. Available research focuses primarily on the impact of single intervention methods, whether teacher-led or technology-based. Research on intervention methods paired with technology is limited. The researcher conducted a survey of 51 special education teachers to identify what interventions, whether teacher-led or technology-based, are most frequently and effectively utilized within the classroom, as well as what methods teachers prefer to utilize within the classroom. The researcher also interviewed a sample of 5 teachers and conducted a thematic analysis to identify factors that teachers identify as most important in teaching reading comprehension. The researcher found that teacher-led instruction is preferred by most teachers, although both teacher-led and technology-based instruction were found to have some benefit within the classroom. The researcher also found that teachers preferred to work with students in a direct-instruction setting. Findings of this study will be shared as well as recommendations for future research and practice.

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