Linking Cognition and Literacy in Students with Autism Spectrum Disorder

Attwood T. (2008). An overview of autism spectrum disorders. In Buron K. D. Wolfberg P. (Eds.), Learners on the autism spectrum: Preparing highly qualified educators (pp. 18–43). Shawnee Mission, KS: Autism Asperger.

Baron-Cohen S. Leslie A. Frith U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21, 37–46.

Boyd B. Conroy M. Mancil G. R. Nakao T. Alter P. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 15, 1550–1561.

Carnahan C. Borders C. (2011). Language and communication in autism. In Boutot A. Myles B. S. (Eds.), Autism education and practice (pp. 179–200). Boston, MA: Pearson.

Carnahan C. Hume K. Clarke L. Borders C. (2009). Using structured work systems to promote independence and engagement for students with autism spectrum disorders. TEACHING Exceptional Children, 41(4), 6–15.

Carnahan C. Williamson P. (2010). Autism, cognition, and reading. In Carnahan C. Williamson P. (Eds.), Quality literacy instruction for students with autism spectrum disorders (pp. 21–44). Shawnee Mission, KS: Autism Asperger.

Chiang H. M. Lin Y. H. (2007). Reading comprehension instruction for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 22(4), 259–267.

Colle L. Baron-Cohen S. Wheelwright S. van der Lely H. (2008). Narrative discourse in adults with high-functioning autism or Asperger syndrome. Journal of Autism and Developmental Disorders, 38, 28–40.

Fisher N. Happé F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757–771.

Frith C. Frith U. (2006). The neural basis of mentalizing. Neuron, 50(4), 531–534.

Frith U. (2008). How cognitive theories can help us explain autism. Presentation to the U. C. Davis Mind Institute. Retrieved from http://www.ucdmc.ucdavis.edu/mindinstiute/events/dls_recorded_events.html.

Geurts H. Verte S. Oosterlaan J. Roeyers H. Sergeant J. (2004). How specific are executive function deficits in attention deficit hyperactivity disorder and autism?. Journal of Child Psychology and Psychiatry, 45(4), 836–854.

Hanser G. Erickson K. (2007). Integrated word identification and communication instruction for students with complex communication needs: Preliminary results. Focus on Autism and Other Developmental Disabilities, 22(4), 268–278.

Happé F. (2005). The weak central coherence account of autism. In Volkmar F. Paul R. Klin A. Cohen D. (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., pp. 640–649). Hoboken, NJ: John Wiley & Sons.

Happé F. Frith U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25.

Horvath P. (2005). The vacation. New York, NY: Farrar, Straus and Giroux.

Hume K. Odom S. (2007). Effects of an individual work system on the independent engagement of students with autism. Journal of Autism and Developmental Disorders, 37, 1166–1180.

Jennings J. H. Caldwell J. Lerner J. W. (2006). Reading problems: Assessment and teaching strategies (5th ed.). Boston, MA: Pearson Education.

Kenworthy L. Yerys B. Anthony L. Wallace G. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18, 320–338.

Koegel R. Koegel L. Carter C. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 8(4), 576–594.

Koppenhaver D. Erickson K. (2009). Literacy in individuals with autism spectrum disorders who use AAC. In Mirenda P. Iacono T. (Eds.), Autism spectrum disorders and AAC (pp. 385–412). Baltimore, MD: Paul H. Brookes.

Mancil G. R. Pearl C. (2008). Restricted interests as motivators: Improving academic engagement and outcomes of children on the autism spectrum. TEACHING Exceptional Children Plus…, 4(6) Article 7. Retrieved from http://escholarship.bc.edu/education/tecplus/vol4/iss6/art7.

Mesibov G. Shea V. Schopler E. (2005). The TEACCH approach to autism spectrum disorders. New York, NY: Kluwer Academic/Plenum.

Mirenda P. (2003). “He's not really a reader …”: Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23(4), 271–282.

Morrow L. Carnahan C. (2010). Exemplary and balanced literacy instruction. In Carnahan C. Williamson P. (Eds.), Quality literacy instruction for students with autism spectrum disorders (pp. 189–216). Shawnee Mission, KS: Autism Asperger.

Nation K. Clarke P. Wright B. Williams C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919.

Noens I. van Berckelaer-Onnes I. (2004). Making sense in a fragmentary world: Communication in people with autism and learning disabilities. Autism, 8(2), 197–218.

O'Connor I. M. Klein P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 14, 115–127.

Ozonoff S. South M. Provencal S. (2007). Executive functions in autism: Theory and practice. In Pérez J. M. Gonzalez P. M. Comi M. L. Nieto C. (Eds). New developments in autism: The future is today (pp. 185–213). London, England: Jessica Kingsley.

Pearson P. D. (1993). Teaching and learning reading: A research perspective. Language Arts, 70, 502–511.

Quill K. A. (2000). Do-watch-listen-say: Social and communication intervention for children with autism. Baltimore, MD: Paul H. Brookes.

Rawls W. (2000). Where the Red Fern Grows. New York, NY: Yearling.

Saldana D. Frith U. (2007). Do readers with autism make bridging inferences from world knowledge?. Journal of Experimental Child Psychology, 96, 310–319.

Sheinkopf S. (2005). Hot topics in autism: Cognitive deficits, cognitive style, and joint attention dysfunction. Medicine and Health, 88(5), 155–158.

Tager-Flusberg H. Paul R. Lord C. (2005). Language and communication in autism. In Volkmar F. Paul R. Klin A. Cohen D. (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., pp. 335–364). Hoboken, NJ: John Wiley & Sons.

Vismara L. Lyons G. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9(4), 214–228.

Whalon K. Otaiba S. Delano M. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 3–16.

Williamson P. Carnahan C. Jacobs J. (2009, April). Increasing comprehension for students with autism: From research to practice. Paper presented at the Council for Exceptional Children Conference, Seattle, WA.