Research Update: Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders

Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders

Kelly J. Whalon

The College of William and Mary, Williamsburg, Virginia, kjwhal@wm.edu

Stephanie Al Otaiba

Florida State University, Tallahassee

Monica E. Delano

University of Louisville, Kentucky

Focus on Autism and Other Developmental Disabilities, Vol. 24, No. 1, 3-16 (2009)

 

Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided.

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