Reading Comprehension and Autism in the Primary General Education Classroom

被引：3
|
作者：
Neal Nghia Nguyen [1 ]
Leytham, Patrick [2 ]
Whitby, Peggy Schaefer [3 ]
Gelfer, Jeffrey I. [4 ]
机构：
[1] Southeast Missouri State Univ, Dept Elementary Early & Special Educ, Early Childhood Special Educ, Early Literacy, Cape Girardeau, MO 63701 USA
[2] Weber State Univ, Dept Teacher Educ, Special Educ, Ogden, UT 84408 USA
[3] Univ Arkansas, Dept Curriculum & Instruct, Special Educ, Fayetteville, AR 72701 USA
[4] Univ Nevada, Dept Educ & Clin Studies, Special Educ, Las Vegas, NV 89154 USA
来源：
READING TEACHER | 2015年 / 69卷 / 01期
关键词：
Comprehension; early childhood; elementary; autism; HIGH-FUNCTIONING STUDENTS; GRAPHIC ORGANIZERS; SPECTRUM; CHILDREN; INSTRUCTION; LITERACY; INTERVENTION; STRATEGIES; COHERENCE;
D O I：
10.1002/trtr.1367
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students with this disability participating in the general education setting, practitioners need to acquire the background knowledge on how to effectively teach this population. The purpose of this article is to introduce practitioners to a step-by-step guide for teaching reading comprehension, the characteristics of autism spectrum disorder that may impede students from acquiring reading comprehension, and evidenced-based practices that can be used to improve their comprehension abilities.
引用
收藏
页码：71 / 76
页数：6
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