Universal Journal of Educational Research Vol. 3(12), pp. 989 - 996
DOI: 10.13189/ujer.2015.031206
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The Impact of Multimedia Graphic and Text with Autistic Learners in Reading


Sarah Omar , Azman Bidin *
Faculty of Creative Multimedia, Multimedia University Malaysia, Malaysia

ABSTRACT

Autism Spectrum Disorder (ASD) refers to a groups of developmental disabilities that can cause significant social, communication and behavioral challenges .This pauses several characteristics that subject a child to problems such social communication, difficulty relating to people, things and events, and repetitive body movements or behaviors .In the academic setting as well, the learners who suffer from (ASD) encounter various problems. As an instance of academic skill reading, Reading is required to be learn but not on the way it done in traditional classroom. An intervention which yielded better results in learning reading skill, based on (Iman and Fouad, 2010) [1] organizing the memory lead to paying attention to relevant information ,Thus this research, attempts to use utilize multimedia elements aimed to find out the impact of multimedia elements (graphic and text) in reading comprehension. And to ascertain how multimedia, especially graphic helps children with autism in reading comprehension. This systematic review attempts to address three specific research questions: the teaching reading comprehension to children with autism [1] can graphic with the texts help young children to improve their reading skills? [2] Can colors lead to better attention with autistic learners? [3] Does the computer-based intervention program increase and improve autistic learner's abilities to read? Results indicate that children with autism can benefit from the strategies of reading comprehension when they used graphic and text together.

KEYWORDS
Multimedia Learning, Graphic, Text, Reading Comprehension and Autism

Cite this paper
Sarah Omar , Azman Bidin . "The Impact of Multimedia Graphic and Text with Autistic Learners in Reading." Universal Journal of Educational Research 3.12 (2015) 989 - 996. doi: 10.13189/ujer.2015.031206.