Intervention on reading comprehension: an approach designed for students with Asperger’s Syndrome (AS)
Bibliographic record
Abstract
This paper reports the results of a study which examined reading comprehension in adolescents and young adults with Asperger’s Syndrome (AS). The study was conducted in the city of Fortaleza, Northwest region of Brazil, with 6 students from grade 6 and above. More specifically, the study focused on improving reading comprehension of teenagers and young adults with AS through an intervention program based on metacognitive reading strategies, having as a theoretical base the conciliatory approach of reading. We adopted the reading model proposed by Kintsch and Van Dijk (1983), which presents reading comprehension as a dynamic, online and strategic process. In addition, we relied on the theoretical framework of Solé (1998) to address basic reading strategies. The results presented in this paper are part of the mentioned research, they suggest that teaching activities that focus on explicit instruction are effective for reducing reading comprehension difficulties in students with AS. These activities encourage students to reflect on their knowledge, facilitating the comprehension process andself-monitoring.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".