Little is known about how children with autism spectrum disorder (ASD) experience reading instruction in the context of a natural learning environment. This qualitative study centered on three students with ASD who received reading instruction primarily in the general education classroom setting. Observation, interview, and archival data were collected and analyzed to learn how students with ASD engaged in reading instruction and responded to teacher strategies employed to facilitate learning. Findings describe the strengths shown and challenges experienced by children with ASD during literacy instruction. Limited exposure to systematic comprehension instruction hindered the literacy acquisition of learners ASD. Implications for general and special educators are described.
Calhoon, J.A. ( 2001). Factors affecting the reading of rimes in words and nonwords in beginning readers with cognitive disabilities and typically developing readers. Journal of Autism and Developmental Disorders, 31, 491-504.
2.
Chiang, H., & Lin, Y-H. ( 2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 22, 259-267.
3.
Corbin, J., & Strauss, A. ( 2007). Basics of qualitative research (3rd. ed.). Thousand Oaks, CA: Sage.
4.
Griswold, E., Barnhill, G.P., Myles, B.S., Hagiwara, T., & Simpson, R.I. ( 2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94-103.
5.
Hart, J.E., & Whalon, K.J. ( 2008). 20 ways to promote academic engagement and communication of students with autism spectrum disorder in inclusive settings. Intervention of School and Clinic, 44, 116-120.
6.
Individuals With Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq (2004).
7.
Mayes, S.D., & Calhoun, S.L. ( 2003a). Ability profiles in children with autism: Influence of age and IQ. Autism, 6, 65-80.
8.
Mayes, S.D., & Calhoun, S.L. ( 2003b). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329-341.
9.
Myles, B.S., Hilgenfeld, T.D., Barnhill, G., Griswold, D., Hagiwara, T., & Simpson, R.L. ( 2002). Analysis of reading skills in individuals with Asperger’s syndrome. Focus on ASD and Other Developmental Disabilities , 17, 44-47.
10.
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.
11.
National Institute of Child Health and Human Development. ( 2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction ( NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
12.
No Child Left Behind Act, 20 U.S.C. 70 § 6301 et seq. ( 2001).
13.
Oakhill, J., & Cain, K. ( 2007). Introduction to comprehension development. In K. Cain & J. Oakhill (Eds.), Children’s comprehension problems in oral and written language: A cognitive perspective (pp. 3-40). New York: Guilford.
14.
Paris, S.G., Carpenter, R.D., Paris, A.H., & Hamilton, E.E. (2005). Spurious and genuine correlates of children’s reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Current issues in reading comprehension and assessment (pp. 131-160). Mahwah, NJ: Lawrence Erlbaum.
15.
Patton, M.Q. ( 2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Snow, C. ( 2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
18.
Spradley, J.P. ( 1980). Participant observation. Fort Worth, TX: Harcourt.
19.
Tager-Flusberg, H., Paul, R., & Lord, C. ( 2005). Language and communication in autism. In F. R. Volkmar, P. Rhea , A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., pp. 335-365). New York: John Wiley.
20.
Trent, S.C., Artiles, A.J., & Englert, C.S. ( 1998). From deficit thinking to social constructivism: A review of theory, research and practice in special education. Review of Research in Education, 23, 277-307.
21.
Wahlberg, T., & Magliano, J.P. (2004). The ability of high function individuals with autism to comprehend written discourse. Discourse Processes, 38, 119-144.
22.
Whalon, K.J., Al Otaiba, S., & Delano, M. ( 2009). Evidence based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Developmental Disabilities, 24, 3-16.
