The effect of cartoon-adapted reading texts on the reading fluency of a student with autism spectrum disorder and learning disability

Students diagnosed with conditions such as autism spectrum disorder and learning disabilities often encounter substantial difficulties in developing fluent reading skills. In this context, the use of motivating and engaging instructional materials becomes crucial in supporting their reading development. This study aims to examine the effect of reading texts adapted with cartoon characters on the reading fluency of a student diagnosed with autism spectrum disorder and a learning disability. The research was conducted using a single-subject experimental design with an ABAB (reversal) model. The participant was a 12-year-old sixth-grade student formally diagnosed with autism spectrum disorder and a learning disability. During the A phases of the intervention, traditional reading texts were used, while during the B phases, reading texts adapted with cartoon characters that aligned with the student's interests were implemented. Data were collected during each session using Akyol’s (2010) Error Analysis Inventory, which recorded the student’s reading time and types of reading errors. The collected data were analyzed using graphical analysis techniques. The findings revealed that the use of adapted texts led to a reduction in reading errors, an increase in reading accuracy, and a significant improvement in reading fluency, as reflected in shorter reading times. Following the B phases, the student’s reading level progressed from the “frustration level” to the “independent reading level.” These results underscore the importance of tailoring instructional materials to students' interests, particularly when working with individuals who experience persistent reading difficulties. Future research is recommended to investigate the long-term effects and generalizability of cartoon-adapted reading materials across broader age groups and various types of learning difficulties.