Determining the Effectiveness of Direct Instruction in Developing the Reading Skills of Students with Autism Spectrum Disorder

Authors

  • Fely Marie D. Calunangan
  • Ramir Philip Jones V. Sonsona

DOI:

https://doi.org/10.29173/cjfy30092

Abstract

This research assessed the effectiveness of the Direct Instruction Program in developing the reading skills of students with Autism Spectrum Disorder (ASD). Qualitative research methodology of phenomenology and focus group discussion were utilized to gain an in-depth understanding of the personal experiences of the research participants. To achieve this, the researcher conducted in-depth interviews with the participants. Upon analyzing the gathered data, Direct Instruction (DI) manifested that it has helped in developing the reading skills of students with ASD as a promising approach. However, the participants noted that there are some strengths and challenges associated with its implementation. By creating learning experiences that are tailored to the needs of the individual student, DI can help students with ASD improve their reading skills significantly. Modifications are needed to ensure that the lessons are personalized and that they meet the unique needs of each student. The modifications might include simplifying the script, using pictures, and providing additional support to help students understand the material.

 

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Published

2025-01-01

Issue

Section

Articles