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postgraduate thesis: Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues

TitleChinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lee, T. [李子穎]. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394291
AbstractReading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation, in forms of activation of prior knowledge and inducing comprehension monitoring behaviours, and inference bridging facilitation on reading comprehension. Twenty-eight primary students with HFASD and their typically-developing peers completed four comprehension exercises with a practical-writing text and three narrative passages with conditions: answering pre-reading questions with illustrations, within-text picture selection tasks, and control. Results indicated that challenges of students with HFASD in Chinese reading comprehension were similar to previous findings. Their performances were no longer statistically differentiable from their peers with visual-cued facilitations. Implication for practice and future direction were discussed.
DegreeMaster of Social Sciences
SubjectChildren with autism spectrum disorders - Language
Reading comprehension - Study and teaching
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209696

 

DC FieldValueLanguage
dc.contributor.authorLee, Tsz-wing-
dc.contributor.author李子穎-
dc.date.accessioned2015-05-12T23:13:45Z-
dc.date.available2015-05-12T23:13:45Z-
dc.date.issued2014-
dc.identifier.citationLee, T. [李子穎]. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394291-
dc.identifier.urihttp://hdl.handle.net/10722/209696-
dc.description.abstractReading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation, in forms of activation of prior knowledge and inducing comprehension monitoring behaviours, and inference bridging facilitation on reading comprehension. Twenty-eight primary students with HFASD and their typically-developing peers completed four comprehension exercises with a practical-writing text and three narrative passages with conditions: answering pre-reading questions with illustrations, within-text picture selection tasks, and control. Results indicated that challenges of students with HFASD in Chinese reading comprehension were similar to previous findings. Their performances were no longer statistically differentiable from their peers with visual-cued facilitations. Implication for practice and future direction were discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshChildren with autism spectrum disorders - Language-
dc.subject.lcshReading comprehension - Study and teaching-
dc.titleChinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues-
dc.typePG_Thesis-
dc.identifier.hkulb5394291-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394291-

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