Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Cognitive Processes | 2 |
| Reading Comprehension | 2 |
| Autism | 1 |
| Children | 1 |
| Cognitive Style | 1 |
| Constructivism (Learning) | 1 |
| Early Adolescents | 1 |
| Educational Methods | 1 |
| Educational Quality | 1 |
| Educational Research | 1 |
| Effect Size | 1 |
| More ▼ | |
Source
| Exceptional Children | 2 |
Author
| Burgess, Clare | 1 |
| Carnahan, Christina R. | 1 |
| Gajria, Meenakshi | 1 |
| Jacobs, Jennifer A. | 1 |
| Jitendra, Asha K. | 1 |
| Williamson, Pamela | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Oral and Written Language… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkWilliamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A. – Exceptional Children, 2012
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…
Descriptors: Grounded Theory, Constructivism (Learning), Reading Comprehension, Protocol Analysis
Jitendra, Asha K.; Burgess, Clare; Gajria, Meenakshi – Exceptional Children, 2011
Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the…
Descriptors: Reading Comprehension, Learning Disabilities, Effect Size, Cognitive Processes
