The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

College Counseling and Student Development: M.S.


Community Psychology, Counseling and Family Therapy


School of Health and Human Services

First Advisor

Kimberly Schulze

Third Advisor

Barbara Vesely

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Reading, Comprehension, Story Maps, Autism, Double


Reading comprehension is a difficult skill for learners diagnosed with autism spectrum disorder (ASD). Learners with ASD suffer from multiple deficits that inhibit their ability to read and understand the meaning of passages. Research is limited in regards to interventions to increase comprehension skills for learners with ASD and scarce in regards to oral reading, silent reading, and listening even though these were the three most commonly used strategies in general education classrooms. The study investigated the efficacy of oral reading, silent reading, and listening for learners with ASD. After determining which method (oral reading, silent reading, or listening) produced mid-range results, that method was paired with story map training ( one of the 13 recommended evidence-based strategies for teaching reading comprehension by the National Reading Panel) (Eunice Kennedy Shriver, 2000) to investigate if the combination would result in even greater subsequent improvements in reading comprehension for learners with ASD. The intervention resulted in increased comprehension quiz scores for two of the three participants.



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