BY

The purpose of this study is to examine the influence technological integrated instruction has on the reading readiness, reading comprehension and premathematics achievement of students with autism. The technological tools used in this study were eBooks, PowerPoint presentations and video models. Five students served in a moderate autism class were given a specific goal as outlined in their individual education plan. Results from this research suggest that students with moderate autism produce higher achievement percentages when answering comprehension questions about a given story after hearing it via an eBook versus self reading or having another read it to them. Results from this study also suggest that students with moderate autism produce and maintain higher percentages in achievement when demonstrating one-to-one (numeral to object) correspondence and when producing alphabet letter sounds when a video model is used in instruction versus traditional teaching of the skill or viewing the skill being appropriately demonstrated via a PowerPoint presentation. Implications for educational leadership are also outlined in this study.