2013 |
Khowaja, K; Salim, S S A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism Journal Article Research in Autism Spectrum Disorders, 7 (9), pp. 1111-1121, 2013, ISSN: 17509467, (cited By 28). Abstract | Links | BibTeX | Tags: Attention, Autism, Bibliographic Database, Children, Clinical Effectiveness, Clinical Observation, Cognition, Comprehension, Computer Assisted Therapy, Computer Based Intervention, Explicit Memory, Human, Learning, Linguistics, Motivation, Multimedia, Pretest Posttest Design, Priority Journal, Reading, Reading Comprehension, Review, Systematic Review, Treatment Outcome @article{Khowaja20131111, title = {A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism}, author = {K Khowaja and S S Salim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879609907&doi=10.1016%2fj.rasd.2013.05.009&partnerID=40&md5=6ba3e9315ee8b3cecb6248b97198313d}, doi = {10.1016/j.rasd.2013.05.009}, issn = {17509467}, year = {2013}, date = {2013-01-01}, journal = {Research in Autism Spectrum Disorders}, volume = {7}, number = {9}, pages = {1111-1121}, abstract = {This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. © 2013 Elsevier Ltd. Allrights reserved.}, note = {cited By 28}, keywords = {Attention, Autism, Bibliographic Database, Children, Clinical Effectiveness, Clinical Observation, Cognition, Comprehension, Computer Assisted Therapy, Computer Based Intervention, Explicit Memory, Human, Learning, Linguistics, Motivation, Multimedia, Pretest Posttest Design, Priority Journal, Reading, Reading Comprehension, Review, Systematic Review, Treatment Outcome}, pubstate = {published}, tppubtype = {article} } This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. © 2013 Elsevier Ltd. Allrights reserved. |
2011 |
Dolah, Jasni; Yahaya, Wan Ahmad Jaafar Wan; Chong, Toh Seong THE IMPACT OF INFORMAL CONVERSATIONAL AND VISIBLE AUTHOR PRINCIPLE IN INCREASING AWARENESS OF AUTISM THROUGH MULTIMEDIA LEARNING Inproceedings Chova, LG; Torres, IC; Martinez, AL (Ed.): INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, pp. 3637-3641, IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN, 2011, ISBN: 978-84-614-7423-3, (5th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, MAR 07-09, 2011). Abstract | BibTeX | Tags: Author, Conversational, Informal, Learning, Multimedia, Visible @inproceedings{ISI:000326447703099, title = {THE IMPACT OF INFORMAL CONVERSATIONAL AND VISIBLE AUTHOR PRINCIPLE IN INCREASING AWARENESS OF AUTISM THROUGH MULTIMEDIA LEARNING}, author = {Jasni Dolah and Wan Ahmad Jaafar Wan Yahaya and Toh Seong Chong}, editor = {LG Chova and IC Torres and AL Martinez}, isbn = {978-84-614-7423-3}, year = {2011}, date = {2011-01-01}, booktitle = {INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE}, pages = {3637-3641}, publisher = {IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT}, address = {LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}, abstract = {The purpose of this paper is to explain the impact of Informal Conversational and Visible Author principle in enhancing awareness of parents in learning autistic character through the use of Multimedia Learning. The main objective of this research is to increase the level of awareness amongst autistic parents especially on how to identify the early symptoms of autistic children. Based on these two principles, hopefully it could support and increase the level of cognitive load, awareness and motivation. The purpose of this alternative being introduced is to spark their awareness in identifying the early characteristic so that the autistic parent's can do an early prevention in identifying the autism symptoms. The selection of these principles was based on the literature review that relate to cognitive theories of learning which is human strive to make sense of presented material by applying appropriate cognitive process. Thus instruction should not only present information but also spark the suitable cognitive processing in the learner. The issues of this research were derived from the feedback received from the respondents through the Preliminary Investigation ( PI) that has been conducted earlier. The lack of knowledge of autism symptoms among society in Malaysia are the main issues that lead to this problem. The findings from this paper will help researcher to develop an Interactive Multimedia Learning Awareness (IMLA) tools so that it can help the parent's to use in identifying the early characteristic of autism children in future.}, note = {5th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, MAR 07-09, 2011}, keywords = {Author, Conversational, Informal, Learning, Multimedia, Visible}, pubstate = {published}, tppubtype = {inproceedings} } The purpose of this paper is to explain the impact of Informal Conversational and Visible Author principle in enhancing awareness of parents in learning autistic character through the use of Multimedia Learning. The main objective of this research is to increase the level of awareness amongst autistic parents especially on how to identify the early symptoms of autistic children. Based on these two principles, hopefully it could support and increase the level of cognitive load, awareness and motivation. The purpose of this alternative being introduced is to spark their awareness in identifying the early characteristic so that the autistic parent's can do an early prevention in identifying the autism symptoms. The selection of these principles was based on the literature review that relate to cognitive theories of learning which is human strive to make sense of presented material by applying appropriate cognitive process. Thus instruction should not only present information but also spark the suitable cognitive processing in the learner. The issues of this research were derived from the feedback received from the respondents through the Preliminary Investigation ( PI) that has been conducted earlier. The lack of knowledge of autism symptoms among society in Malaysia are the main issues that lead to this problem. The findings from this paper will help researcher to develop an Interactive Multimedia Learning Awareness (IMLA) tools so that it can help the parent's to use in identifying the early characteristic of autism children in future. |
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2013 |
A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism Journal Article Research in Autism Spectrum Disorders, 7 (9), pp. 1111-1121, 2013, ISSN: 17509467, (cited By 28). |
2011 |
THE IMPACT OF INFORMAL CONVERSATIONAL AND VISIBLE AUTHOR PRINCIPLE IN INCREASING AWARENESS OF AUTISM THROUGH MULTIMEDIA LEARNING Inproceedings Chova, LG; Torres, IC; Martinez, AL (Ed.): INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, pp. 3637-3641, IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN, 2011, ISBN: 978-84-614-7423-3, (5th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, MAR 07-09, 2011). |