Award Date
5-15-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Early Childhood, Multilingual, and Special Education
First Committee Member
Catharine Lory
Second Committee Member
Sharolyn Pollard-Durodola
Third Committee Member
Robert Smith
Fourth Committee Member
Tina Vo
Number of Pages
186
Abstract
Reading comprehension is essential for accessing grade-level content; however, students with autism spectrum disorder (ASD) often demonstrate narrative comprehension difficulties related to language inferencing and self-regulation (Constable, 2013; Duke & Cartwright, 2021). Dialogic reading is an evidence-based shared reading practice that uses systematic prompts and contingent consequences to strengthen verbal behavior (Whitehurst et al., 1988; IES, 2007). Despite demonstrated effectiveness with young children with ASD, experimental research on dialogic reading with secondary school-aged students, particularly those requiring adapted instructional materials, remains limited (Hudson & Test, 2011; Spooner et al., 2012). The purpose of this study was to evaluate the effects of dialogic reading with adapted readers on narrative reading comprehension in high school students with ASD. Adapted readers were defined as modified texts that reduce linguistic and cognitive demands through simplified language, controlled vocabulary, visual supports, and predictable narrative structures (Spooner et al., 2009; Mims et al., 2012). Dialogic reading was implemented using systematic PEER procedures and CROWD prompts (Whitehurst et al., 1988). Narrative reading comprehension was operationally defined as the percentage of correct responses on researcher-developed comprehension measures. A multiple-probe design across participants was used to evaluate the functional relation between the intervention and reading comprehension. Results demonstrated a clear functional relationship, with immediate and sustained improvement in comprehension following the onset of intervention.
Keywords
adapted readers; autism spectrum disorder; dialogic reading; reading comprehension; single-case design
Disciplines
Disability Studies | Social and Behavioral Sciences | Special Education and Teaching
File Format
4100 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Lee, Ramella, "The Effect of Dialogic Reading With an Adapted Reader on Narrative Reading Comprehension of High School Students With Autism Spectrum Disorder" (2026). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5567.
https://oasis.library.unlv.edu/thesesdissertations/5567
Rights
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