A Review of Intervention Studies Investigating How Graphic Organizer Strategies Can Enhance Reading Comprehension Skills among Students with Autism Spectrum Disorder
DOI:
https://doi.org/10.54097/2xz4py61Keywords:
Graphic Organizer, Autism Spectrum Disorder, Reading Comprehension, Interventional Research, Visual SupportAbstract
Students with Autism Spectrum Disorder (ASD) frequently experience difficulties with reading comprehension; however, graphic organizers-as a visual support tool-demonstrate unique advantages in improving their text processing abilities. This paper systematically reviews 18 empirical studies conducted both domestically and internationally investigating the use of graphic organizers as an intervention to enhance the reading comprehension skills of students with ASD. The analysis is conducted across six dimensions: study population, research design, intervention materials, implementation context, target behaviors, and intervention effectiveness. The findings indicate that: (1) Graphic organizer strategies are generally effective in improving the reading comprehension abilities of students with ASD; all 18 studies reported positive outcomes, with particularly consistent and significant effects observed in areas such as story element identification, understanding texts with specific themes, and answering WH-questions; (2) The facilitative effect of graphic organizers on the comprehension of narrative texts is greater than that on expository texts; however, evidence supporting their effectiveness in enhancing deeper reasoning skills remains insufficient; (3) Single-subject experimental designs remain the predominant research methodology in this field, while the integration of these tools into technological platforms and their application within family-based settings represent emerging trends. Nevertheless, only 16.7% of the studies reported maintenance or generalization effects; there is a significant lack of intervention studies conducted in China, and these studies often fail to integrate with existing special education curricula. Future research should focus on strengthening randomized controlled trial designs, expanding the range of educational levels and text types examined, and advancing research on the localized integration of graphic organizers into curricula.
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