Children With Autism Spectrum Disorder and Literacy Instruction: An Exploratory Study of Elementary Inclusive Settings

Kelly J. Whalon, Juliet Barnett

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)243-255
Number of pages13
JournalRemedial and Special Education
Volume32
Issue number3
DOIs
StatePublished - May 1 2011

Keywords

  • Asperger syndrome
  • autism
  • autism spectrum disorder
  • reading
  • reading instruction

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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