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.