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Title: How can I enhance a reciprocal teaching intervention to support the reading comprehension skills of two children with ASC? : an action research study
Author: Truelove, Emma
ISNI:       0000 0004 5349 4454
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2014
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Children on the autism spectrum commonly display a reading profile characterised by strengths in decoding alongside weaknesses in reading comprehension (Nation et al., 2006). Reciprocal Teaching (RT; Palinscar & Brown, 1984) is an evidence-based instructional approach for supporting reading comprehension skills based on cooperative learning principles and endorsed by National Reading Panel (NRP; NICHD, 2000) research; however there is little evidence around the use of RT with children with Autism Spectrum Condition (ASC). Using an action research methodology, I sought to develop my knowledge as a practitioner by exploring how I could make adjustments within the context of delivering a group-based RT intervention to enhance its application for two children (aged 8-9) with diagnoses of Asperger’s Syndrome. A key feature of the research was eliciting the views of participating children and using these to inform the ongoing planning and delivery of the intervention. Qualitative data including feedback from participants, session records and a bespoke assessment of RT strategy-use (alongside my own reflective records) contributed to two cycles of action research in which my learning informed my subsequent actions. Within smaller micro-cycles of action and reflection, I made four adjustments to RT involving visual aids to activate children’s prior knowledge and support them to ask questions about text and summarise non-fiction passages. I discuss my findings with reference to theoretical models of comprehension and ASC and generate my own living theory of practice. The study addresses a gap in the literature and has direct implications for educational professionals and for the practice of Educational Psychologists (EPs) who frequently support children with ASC but often do not feel skilled in supporting reading comprehension (Greenway, 2002). Throughout my inquiry, I highlight questions for further research and future practice.
Supervisor: Campbell, Lorraine Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available