Utilization of Digital Stories in Improving the Reading Comprehension of Learners with Autism Spectrum Disorder

Utilization of Digital Stories in improving the Reading Comprehension of Learners with Autism Spectrum Disorder

Jonathan P. Escaro
https://orcid.org/0009-0005-5416-2261
Townsite, Mariveles, Bataan, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/010486

ABSTRACT

This study aimed to determine and evaluate the use of digital stories to augment the level of reading comprehension of learners with Autism Spectrum Disorder (ASD). The study utilized a pretest-posttest experimental design that measured the level of comprehension of the participants before and after the intervention phase using criteria for reading comprehension, which exhibited a significant difference in the performance of learners with ASD before and after the employment of digital stories. Improvements in the observed routine in terms of their enriched vocabulary, enhanced memory, and retained focus on attention span were also noted. The results and findings generalized that the implementation of digital stories to the learners with ASD showcased improvement in the elements of comprehension displayed by enriched vocabulary, enhanced memory, and retained focus with minimal problems in attention span. The study also indicated that the application of digital stories had a high potential in improving the reading comprehension of learners with autism.

Keywords: Memory skills, vocabulary, attention span, technology-enhanced learning, computer-based instructions, multimedia, reading intervention, retaining focus

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