Degree Name
M.Ed. (Master of Education)
Program
Special Education
Date of Award
5-2024
Committee Chair or Co-Chairs
Pamela Mims
Committee Members
John Wheeler, Dawn Rowe
Abstract
Upper elementary and middle school students can be less than engaged due to the lack of pictures in texts. Making the reading transition from picture books to complex text literature is challenging for students. Graphic novels could be a resource to improve student engagement and comprehension and support students in that transition. Students with ASD can face additional challenges with reading comprehension and instruction during school. Currently graphic novels are not used commonly for students and the goal of the research is to investigate if these types of books can be a support for students, reading comprehension and engagement. The purpose of this study was to investigate the impact of graphic novels and system of least prompts on reading comprehension of middle school students with autism spectrum disorder. The study implemented a single case multiple probe design with four participants, conducted in a private date school. Results will be shared along with limitations and implications for future research and practice.
Document Type
Thesis - unrestricted
Recommended Citation
Denney, Rachel, "Using Graphic Novels to Improve Reading Comprehension in Students with Autism Spectrum Disorder" (2024). Electronic Theses and Dissertations. Paper 4410. https://dc.etsu.edu/etd/4410
Copyright
Copyright by the authors.