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Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders

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Title: Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders
Language: English
Authors: Ahmed Al Naji (ORCID 0009-0003-6839-5950), Bridget M. Green (ORCID 0000-0002-0049-3576), Reva Mathieu-Sher (ORCID 0000-0003-2100-0141), Elizabeth McCallum
Source: Journal of International Special Needs Education. 2025 28(1):36-46.
Availability: Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Foreign Countries, Autism Spectrum Disorders, Students with Disabilities, Reading Skills, Reading Fluency, Feedback (Response), Reading Strategies, Instructional Effectiveness, Evidence Based Practice, Oral Reading, Males, Grade 5
Geographic Terms: Saudi Arabia
DOI: 10.9782/JISNE-D-24-00002
ISSN: 2159-4341
2331-4001
Abstract: The prevalence of students with autism spectrum disorders (ASD) is increasing in the Kingdom of Saudi Arabia (KSA) and around the world. In school, students with ASD face academic challenges, specifically in reading. Targeted evidence-based practices (EBPs) are needed to support reading development for students with ASD. To date, limited research has examined the efficacy of EBPs on improving reading skills of learners with ASD, specifically in the area of oral reading fluency (ORF). This study examined the effectiveness of Repeated Reading (RR) coupled with a performance-feedback component for three students with ASD in Saudi Arabia using a single-subject, multiple-baseline across participants design. The results of this study demonstrated improved increased correct words per minute (CWPM) and decreased errors per minute for all students. Limitations and directions for future research are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467716
Database: ERIC
FullText Links:
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Header DbId: eric
DbLabel: ERIC
An: EJ1467716
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders
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  Label: Language
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ahmed+Al+Naji%22">Ahmed Al Naji</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6839-5950">0009-0003-6839-5950</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bridget+M%2E+Green%22">Bridget M. Green</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0049-3576">0000-0002-0049-3576</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reva+Mathieu-Sher%22">Reva Mathieu-Sher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2100-0141">0000-0003-2100-0141</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+McCallum%22">Elizabeth McCallum</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+International+Special+Needs+Education%22"><i>Journal of International Special Needs Education</i></searchLink>. 2025 28(1):36-46.
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  Data: Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.9782/JISNE-D-24-00002
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2159-4341<br />2331-4001
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The prevalence of students with autism spectrum disorders (ASD) is increasing in the Kingdom of Saudi Arabia (KSA) and around the world. In school, students with ASD face academic challenges, specifically in reading. Targeted evidence-based practices (EBPs) are needed to support reading development for students with ASD. To date, limited research has examined the efficacy of EBPs on improving reading skills of learners with ASD, specifically in the area of oral reading fluency (ORF). This study examined the effectiveness of Repeated Reading (RR) coupled with a performance-feedback component for three students with ASD in Saudi Arabia using a single-subject, multiple-baseline across participants design. The results of this study demonstrated improved increased correct words per minute (CWPM) and decreased errors per minute for all students. Limitations and directions for future research are discussed.
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  Data: As Provided
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  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1467716
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1467716
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.9782/JISNE-D-24-00002
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 36
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders
        Type: main
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          Name:
            NameFull: Ahmed Al Naji
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            NameFull: Bridget M. Green
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            NameFull: Reva Mathieu-Sher
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            NameFull: Elizabeth McCallum
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              Y: 2025
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              Value: 2331-4001
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              Value: 28
            – Type: issue
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            – TitleFull: Journal of International Special Needs Education
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