The Use of Pictorial or Graphic Representation in Reading Comprehension Interventions for Students With Autism Spectrum Disorders: A Meta-Analysis
Journal of Autism and Developmental Disorders
Lee, S., Quinn, S., et al. (2025).
Journal of Autism and Developmental Disorders, Advance online publication. https://doi.org/10.1007/s10803-025-07014-4.
<div>This systematic review with meta-analysis investigates the effects of pictorial or graphic representations on reading comprehension in students, grades K to 12, who are on the autism spectrum.</div>
<div>Pictorial and graphic representations (PGR) demonstrated significant, moderate-to-strong effect sizes (Tau-U = 0.85) on reading comprehension in students on the autism spectrum. Subgroup analysis identified the following effects:</div>
<div>
<ul>
<li><strong>Technology-based PGR:</strong> Tau-U = 0.95-1.00 (2 studies); and</li>
<li><strong>Combined tech- and paper-based PGR:</strong> Tau-U = 0.61-0.84 (3 studies).</li>
</ul>
</div>
<div>Limitations of this review include small sample sizes, limited generalizability of findings due to a focus on structured visual formats, and a lack of subgroup analysis by setting. Additional research is needed to investigate more diverse patient populations, more visual formats and modalities, and effects across different settings for individuals on the autism spectrum.</div>
