Developing a reading comprehension app for students with High Functioning Autism: A synthesis of pedagogy, content, and technology

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Abstract

This paper describes the process of design and development of an app for iPad and how research based strategies and pedagogical approaches typically applied in face-to-face teaching methods are embedded in this digital format. The aims and the scope were to; a) synthesize research findings on reading comprehension difficulties for students with high functioning autism spectrum disorder (HFASD) and identify the evidence-based strategies that underpin improvements; b) determine the features associated with the design of ‘quality’ educational apps; c) create a reading comprehension app for students with HFASD and; d) test in applied settings. The study utilized extensive literature searches to determine the key considerations for design and development of the app and trialed the software by employing an AB case study design, This consisted of pre and post-testing measuring discrete vocabulary skills, comprehension, phonological development and reading behaviours with n = 2. The process of design provides recommendations for developers and educators concerning the choice of product that can embed critical pedagogical content and functionality for a specific end user group. Findings from the trial show the use of software for supporting discrete literacy skills for students with HFASD considers approaches that can inform the basis for future studies investigating the efficacy of app software.
Original languageEnglish
JournalJournal of Research in Special Educational Needs
Publication statusSubmitted - 2019

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autism
comprehension
reading behavior
student
teaching method
functionality
vocabulary
literacy
educator
evidence
software
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Keywords

  • educational software, iPads, apps, reading comprehension, autism

Cite this

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title = "Developing a reading comprehension app for students with High Functioning Autism: A synthesis of pedagogy, content, and technology",
abstract = "This paper describes the process of design and development of an app for iPad and how research based strategies and pedagogical approaches typically applied in face-to-face teaching methods are embedded in this digital format. The aims and the scope were to; a) synthesize research findings on reading comprehension difficulties for students with high functioning autism spectrum disorder (HFASD) and identify the evidence-based strategies that underpin improvements; b) determine the features associated with the design of ‘quality’ educational apps; c) create a reading comprehension app for students with HFASD and; d) test in applied settings. The study utilized extensive literature searches to determine the key considerations for design and development of the app and trialed the software by employing an AB case study design, This consisted of pre and post-testing measuring discrete vocabulary skills, comprehension, phonological development and reading behaviours with n = 2. The process of design provides recommendations for developers and educators concerning the choice of product that can embed critical pedagogical content and functionality for a specific end user group. Findings from the trial show the use of software for supporting discrete literacy skills for students with HFASD considers approaches that can inform the basis for future studies investigating the efficacy of app software.",
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AB - This paper describes the process of design and development of an app for iPad and how research based strategies and pedagogical approaches typically applied in face-to-face teaching methods are embedded in this digital format. The aims and the scope were to; a) synthesize research findings on reading comprehension difficulties for students with high functioning autism spectrum disorder (HFASD) and identify the evidence-based strategies that underpin improvements; b) determine the features associated with the design of ‘quality’ educational apps; c) create a reading comprehension app for students with HFASD and; d) test in applied settings. The study utilized extensive literature searches to determine the key considerations for design and development of the app and trialed the software by employing an AB case study design, This consisted of pre and post-testing measuring discrete vocabulary skills, comprehension, phonological development and reading behaviours with n = 2. The process of design provides recommendations for developers and educators concerning the choice of product that can embed critical pedagogical content and functionality for a specific end user group. Findings from the trial show the use of software for supporting discrete literacy skills for students with HFASD considers approaches that can inform the basis for future studies investigating the efficacy of app software.

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