Tárraga-Mínguez Raúl, Gómez-Marí Irene, Sanz-Cervera Pilar
Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain.
Behav Sci (Basel). 2020 Dec 30;11(1):3. doi: 10.3390/bs11010003.
Children with autism spectrum disorder (ASD) often have comorbid learning difficulties in reading comprehension, an essential skill in accessing any area of the curriculum. The aim of this systematic review is to analyze the effectiveness of reading comprehension interventions in students with ASD. We conducted a search for scientific articles published from 2000 to 2019 using the keyword "autis*" in combination with the terms "reading comprehension" and "intervention" or "instruction" in Psyc Info and Scopus databases. After applying inclusion and exclusion criteria, a total of 25 studies were selected. The content analysis of these studies shows that when specific interventions are carried out, students with ASD are able to take advantage of the instruction they receive and compensate for difficulties. Understanding inferences and the main idea of the text are the most common reading comprehension topics, and direct instruction is the most widely-used intervention method in the reviewed studies. Nonetheless, it must be kept in mind that some of the reviews do not specify which sub-processes are addressed in the intervention. Future work should include this aspect, consider the importance of the interventions being implemented by teachers, and take specific aspects of ICT into account that can contribute to improving reading comprehension.
患有自闭症谱系障碍（ASD）的儿童通常在阅读理解方面存在合并的学习困难，而阅读理解是获取课程任何领域知识的一项基本技能。本系统评价的目的是分析针对ASD学生的阅读理解干预措施的有效性。我们在Psyc Info和Scopus数据库中使用关键词“autis*”与“阅读理解”以及“干预”或“教学”相结合，搜索了2000年至2019年发表的科学文章。在应用纳入和排除标准后，共筛选出25项研究。这些研究的内容分析表明，当实施特定干预措施时，ASD学生能够利用所接受的教学并弥补困难。理解推理和文本的主要思想是最常见的阅读理解主题，直接教学是综述研究中使用最广泛的干预方法。尽管如此，必须记住，一些综述未具体说明干预措施针对哪些子过程。未来的工作应包括这一方面，考虑教师实施干预措施的重要性，并考虑信息通信技术的具体方面，这些方面有助于提高阅读理解能力。
