Adapting an Evidence-Based Reading Comprehension Strategy for Learners With Autism Spectrum Disorder

Kelly Whalon, Juliet Barnett

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

Reading is a critical skill for student success in school and postschool opportunities. Although a number of children with autism spectrum disorder (ASD) will develop the decoding skills necessary to read text, many will continue to struggle with reading comprehension. No Child Left Behind (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) mandated that all children receive evidence-based reading instruction consistent with the National Reading Panel (NRP) recommendations. Beginning evidence suggests that children with ASD can benefit from instruction consistent with the NRP recommendations. This article illustrates how to implement question-and-answer relationships (QAR), a specific NRP-advocated strategy, using research-based instructional supports found responsive in meeting the learning needs of students with ASD.

Original languageEnglish (US)
Pages (from-to)195-203
Number of pages9
JournalIntervention in School and Clinic
Volume46
Issue number4
DOIs
StatePublished - Mar 1 2011

Keywords

  • Asperger syndrome
  • autism
  • inclusion
  • questioning
  • reading comprehension

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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