Studying the effect of phoneme blending method on reading performance of children with high-functioning autism spectrum disorder in Tabriz city Studying the effect of phoneme blending method on reading performance of children with high-functioning autism spectrum disorder in Tabriz city

Abstract

Autism is a neurodevelopmental disorder characterized by impairments in language, communication skills, and social interaction, along with stereotyped behavioral patterns and restricted interests and activities. Therefore, the present study aimed to investigate the effect of the phoneme blending teaching method on the reading performance of children with high-functioning autism spectrum disorder. The research method in this study is semi-experimental. Among the 8-11 year old children who referred to the Arman Psychology Center and were diagnosed with autism spectrum disorder, 20 people were selected as a sample through convenience sampling, and 10 people were randomly assigned to the experimental group and 10 people to the control group. Then, the face test was administered as a pre-test for both groups, and after providing 40 sessions of therapeutic intervention for the experimental group, the face test was administered again as a post-test for both groups. The obtained data were compared using one-way analysis of variance. The results of data analysis show us that there is a significant difference in reading performance between the experimental and control groups, so we can conclude that the phoneme combination training method improves reading performance in high-functioning autistic children.