Wang Yao Chang Melvin (Rosyth School (Singapore)

Keywords>
Primary Social Studies
Primary School
Controversial Issues
Classroom

One of the main barriers to teaching Social Studies to students diagnosed with Autism Spectrum Disorder (ASD) pertains to their limited ability to read and comprehend written informational text. This study investigated the use of graphic organiser instruction to promote improved informational text comprehension for three upper primary students with High Functioning Autism (HFA). Student participants were introduced to the specific vocabulary terms in the graphic organiser in three stages: introduction of the vocabulary word and its definition; deductive teaching of concepts through the use of examples and non-examples; and student practice. Subsequently, all three students were instructed to read adapted passages on Singapore history and complete the modified graphic organisers. The effect of the intervention was then assessed within the context of a multiple-probe design across participants, using quizzes that measured performance through multiple-choice and open-ended test items. Results demonstrated that the intervention improved students’ reading comprehension.

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