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- W2253324437 abstract "This study investigates the efficacy of computer-assisted instruction (CAI) with teacher scaffolding as an intervention for children with autism to develop critical early reading skills. The progress of eight preschool children with autism (ranged from mild to severe) is evaluated. The results suggest that for children with mild to moderate autism, the CAI is an effective means to deliver reading instruction when supplemented with teacher scaffolding. The effectiveness of the computer-assisted instruction relies on two levels of scaffolding. First, the computer provides clear and predictable structure, simple but perceptually salient feature, and systematic provision of stimulus, prompting, and reinforcement which corresponds to the learners' general learning characteristics. At a second level, the teacher scaffolding for each learner ensures the success of the instruction because the individualized support meets the diverse needs of the children and flexibly guides the learner toward the higher development of the competence. The functions of the observed teacher scaffolding, evolved from Wood, Bruner, and Ross (1976), include (1) simplifying the task to a child's attainable level, (2) highlighting critical task features, (3) demonstrating solutions/reading practices, (4) maintaining goal direction, (5) controlling frustration with mouse operation, and (6) promoting a child's interest in the task. In summary, when implementing computer-assisted instruction for children with autism, both the computer and the teacher play crucial roles in the success of the instruction. The computer and the teacher should be thought of as complementing each other in order to maximize the learning outcomes of the children." @default.
- W2253324437 created "2016-06-24" @default.
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- W2253324437 date "2011-07-01" @default.
- W2253324437 modified "2023-09-23" @default.
- W2253324437 title "Effective Use of Computer-Assisted Reading Instruction: Teacher Scaffolding for Children with Autism" @default.
- W2253324437 doi "https://doi.org/10.6384/ciq.201107.0240" @default.
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