Research Article

Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support

Volume: 28 Number: 2026 October 21, 2026
TR EN

Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support

Abstract

This study investigated the effects of a technology-mediated anaphoric reference intervention, which combined computer-based visual cues with researcher-delivered verbal prompting, on the reading comprehension of four children with Autism Spectrum Disorder (ASD). Using a randomized multiple-baseline single-case design with a follow-up extension, students' responses to comprehension questions were analyzed across baseline, intervention, and follow-up phases, and standardized pre- and post-intervention reading assessments were administered. Across visual analysis, effect-size indices (PND, PEM, PAND), and multilevel modeling, all four participants showed statistically significant gains in reading comprehension during the intervention phase. However, these gains were not uniformly maintained after support was withdrawn. The average follow-up effect was not statistically significant, and the outcomes varied across participants. Students' perceptions of the intervention were generally positive. These findings extend prior research on anaphoric reference instruction for students with ASD and offer preliminary support for computer-based anaphoric supports as a feasible, low-intensity reading intervention, while highlighting the need for further research on maintenance and generalization of gains.

Keywords

References

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Details

Primary Language

English

Subjects

Autism and Spectrum Disorder Education

Journal Section

Research Article

Publication Date

October 21, 2026

Submission Date

August 10, 2026

Acceptance Date

September 9, 2026

Published in Issue

Year 2026 Volume: 28 Number: 2026

APA
Karayazı Özsayın, S., & Cranston-Gingras, A. (2026). Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 28(2026), 1-10. https://doi.org/10.17556/erziefd.2014124
AMA
1.Karayazı Özsayın S, Cranston-Gingras A. Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support. EUJEF. 2026;28(2026):1-10. doi:10.17556/erziefd.2014124
Chicago
Karayazı Özsayın, Seda, and Ann Cranston-Gingras. 2026. “Improving Reading Comprehension in Children With ASD: Technology-Mediated Anaphoric Reference Support”. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 28 (2026): 1-10. https://doi.org/10.17556/erziefd.2014124.
EndNote
Karayazı Özsayın S, Cranston-Gingras A (October 1, 2026) Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 28 2026 1–10.
IEEE
[1]S. Karayazı Özsayın and A. Cranston-Gingras, “Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support”, EUJEF, vol. 28, no. 2026, pp. 1–10, Oct. 2026, doi: 10.17556/erziefd.2014124.
ISNAD
Karayazı Özsayın, Seda - Cranston-Gingras, Ann. “Improving Reading Comprehension in Children With ASD: Technology-Mediated Anaphoric Reference Support”. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 28/2026 (October 1, 2026): 1-10. https://doi.org/10.17556/erziefd.2014124.
JAMA
1.Karayazı Özsayın S, Cranston-Gingras A. Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support. EUJEF. 2026;28:1–10.
MLA
Karayazı Özsayın, Seda, and Ann Cranston-Gingras. “Improving Reading Comprehension in Children With ASD: Technology-Mediated Anaphoric Reference Support”. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, vol. 28, no. 2026, Oct. 2026, pp. 1-10, doi:10.17556/erziefd.2014124.
Vancouver
1.Seda Karayazı Özsayın, Ann Cranston-Gingras. Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support. EUJEF. 2026 Oct. 1;28(2026):1-10. doi:10.17556/erziefd.2014124