Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature
Focus on Autism and Other Developmental Disabilities
Chiang, H., & Lin, Y. (2007).
Focus on Autism and Other Developmental Disabilities, 22(4), 259-267.
This systematic review investigates reading comprehension interventions in students on the autism spectrum.
Not stated
From 1986 to 2006
Experimental studies
11
<p>"The authors of the studies included in this review reported that participants with [autism spectrum disorders (ASD)] acquired the targeted skills in relation to the components of reading comprehension. Although deficits in reading comprehension are frequently reported among individuals with ASD, the studies reviewed demonstrate that students with ASD can acquire reading comprehension skills. Most of the participants with ASD did not have average IQs, but they acquired not only functional reading comprehension skills but also academic skills" (p. 265).</p>
<p>Additional research is necessary to determine which reading instruction strategies are most successful for teaching children with autism and students with Asperger syndrome or autism, without intellectual disability and low support needs, in general education classrooms. Future research should also focus on strategies recommended by the National Reading Panel for typically developing children which may also be effective for teaching children on the autism spectrum.</p>
"The authors of the studies included in this review reported that participants with ASD acquired the targeted skills in relation to the components of reading comprehension. Although deficits in reading comprehension are frequently reported among individuals with ASD, the studies reviewed demonstrate that students with ASD can acquire reading comprehension skills. Most of the participants with ASD did not have average IQs, but they acquired not only functional reading comprehension skills but also academic skills" (p. 265).
"Future research is needed to identify instructional methods for promoting reading comprehension in students with Asperger syndrome or high-functioning autism in general education classrooms" (p. 265).
Additional research is necessary to determine which reading instruction strategies are most successful for teaching children with autism. Future research should also focus on strategies recommended by the National Reading Panel (NRP) for typically developing children which may also be effective for teaching children on the autism spectrum.
