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postgraduate thesis: An exploratory study on the effects of anaphoric cuing on Chinese reading comprehension of students with autism spectrum disorder

TitleAn exploratory study on the effects of anaphoric cuing on Chinese reading comprehension of students with autism spectrum disorder
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Mok, L. [莫麗雲]. (2014). An exploratory study on the effects of anaphoric cuing on Chinese reading comprehension of students with autism spectrum disorder. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394314
AbstractThis study investigated the effects of anaphoric cuing on the reading comprehension of 17 adolescent students with autism spectrum disorder (ASD) and 19 typically developing (TD) students matched on age, intellectual ability and word decoding ability. In a within-subject design, participants read four Chinese passages of two types (narrative fictional vs. narrative nonfictional) under two conditions (control [reading only] vs. anaphoric cuing). The ASD group showed significantly poorer reading comprehension than the TD group in the control condition. Contrary to prediction, anaphoric cuing produced a hindrance effect rather than facilitation effect on the reading comprehension performance of both groups. Correlation analysis showed different patterns between ASD and TD groups in the relationship between the ability to resolve anaphora and comprehension of the two types of passages.
DegreeMaster of Social Sciences
SubjectReading comprehension - Study and teaching (Secondary)
Children with autism spectrum disorders - Language
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209656

 

DC FieldValueLanguage
dc.contributor.authorMok, Lai-wan-
dc.contributor.author莫麗雲-
dc.date.accessioned2015-05-12T23:13:36Z-
dc.date.available2015-05-12T23:13:36Z-
dc.date.issued2014-
dc.identifier.citationMok, L. [莫麗雲]. (2014). An exploratory study on the effects of anaphoric cuing on Chinese reading comprehension of students with autism spectrum disorder. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394314-
dc.identifier.urihttp://hdl.handle.net/10722/209656-
dc.description.abstractThis study investigated the effects of anaphoric cuing on the reading comprehension of 17 adolescent students with autism spectrum disorder (ASD) and 19 typically developing (TD) students matched on age, intellectual ability and word decoding ability. In a within-subject design, participants read four Chinese passages of two types (narrative fictional vs. narrative nonfictional) under two conditions (control [reading only] vs. anaphoric cuing). The ASD group showed significantly poorer reading comprehension than the TD group in the control condition. Contrary to prediction, anaphoric cuing produced a hindrance effect rather than facilitation effect on the reading comprehension performance of both groups. Correlation analysis showed different patterns between ASD and TD groups in the relationship between the ability to resolve anaphora and comprehension of the two types of passages.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshReading comprehension - Study and teaching (Secondary)-
dc.subject.lcshChildren with autism spectrum disorders - Language-
dc.titleAn exploratory study on the effects of anaphoric cuing on Chinese reading comprehension of students with autism spectrum disorder-
dc.typePG_Thesis-
dc.identifier.hkulb5394314-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394314-

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