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Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders.

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Title: Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders.
Authors: Al Naji, Ahmed1, Green, Bridget M.2, Mathieu-Sher, Reva2, McCallum, Elizabeth3
Source: Journal of International Special Needs Education. Jan2025, Vol. 28 Issue 1, p36-46. 11p.
Subject Terms: *Autism spectrum disorders, *Oral reading, *Student development, *Reading, Saudi Arabians
Geographic Terms: Saudi Arabia
Abstract: The prevalence of students with autism spectrum disorders (ASD) is increasing in the Kingdom of Saudi Arabia (KSA) and around the world. In school, students with ASD face academic challenges, specifically in reading. Targeted evidence-based practices (EBPs) are needed to support reading development for students with ASD. To date, limited research has examined the efficacy of EBPs on improving reading skills of learners with ASD, specifically in the area of oral reading fluency (ORF). This study examined the effectiveness of Repeated Reading (RR) coupled with a performance-feedback component for three students with ASD in Saudi Arabia using a single-subject, multiple-baseline across participants design. The results of this study demonstrated improved increased correct words per minute (CWPM) and decreased errors per minute for all students. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+International+Special+Needs+Education%22">Journal of International Special Needs Education</searchLink>. Jan2025, Vol. 28 Issue 1, p36-46. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabians%22">Saudi Arabians</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Label: Abstract
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  Data: The prevalence of students with autism spectrum disorders (ASD) is increasing in the Kingdom of Saudi Arabia (KSA) and around the world. In school, students with ASD face academic challenges, specifically in reading. Targeted evidence-based practices (EBPs) are needed to support reading development for students with ASD. To date, limited research has examined the efficacy of EBPs on improving reading skills of learners with ASD, specifically in the area of oral reading fluency (ORF). This study examined the effectiveness of Repeated Reading (RR) coupled with a performance-feedback component for three students with ASD in Saudi Arabia using a single-subject, multiple-baseline across participants design. The results of this study demonstrated improved increased correct words per minute (CWPM) and decreased errors per minute for all students. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184377422
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      – Type: doi
        Value: 10.9782/jisne-d-24-00002
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 36
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      – SubjectFull: Autism spectrum disorders
        Type: general
      – SubjectFull: Oral reading
        Type: general
      – SubjectFull: Student development
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Saudi Arabians
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      – SubjectFull: Saudi Arabia
        Type: general
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      – TitleFull: Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders.
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            NameFull: Al Naji, Ahmed
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            NameFull: Green, Bridget M.
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            NameFull: Mathieu-Sher, Reva
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            NameFull: McCallum, Elizabeth
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            – D: 01
              M: 01
              Text: Jan2025
              Type: published
              Y: 2025
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