Intervention on reading comprehension: an approach designed for students with Asperger’s Syndrome (AS)

Abstract

This paper reports the results of a study which examined reading comprehension in adolescents and young adults with Asperger’s Syndrome (AS). The study was conducted in the city of Fortaleza, Northwest region of Brazil, with 6 students from grade 6 and above. More specifically, the study focused on improving reading comprehension of teenagers and young adults with AS through an intervention program based on metacognitive reading strategies, having as a theoretical base the conciliatory approach of reading. We adopted the reading model proposed by Kintsch and Van Dijk (1983), which presents reading comprehension as a dynamic, online and strategic process. In addition, we relied on the theoretical framework of Solé (1998) to address basic reading strategies. The results presented in this paper are part of the mentioned research, they suggest that teaching activities that focus on explicit instruction are effective for reducing reading comprehension difficulties in students with AS. These activities encourage students to reflect on their knowledge, facilitating the comprehension process and selfmonitoring.