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ERIC Number: EJ1079392
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0741-9325
The Conditions of Beginning Reading Instruction for Students with Autism Spectrum Disorder
Spector, Janet E.; Cavanaugh, Brian J.
Remedial and Special Education, v36 n6 p337-346 Nov-Dec 2015
A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to investigate the conditions of reading instruction for K-3 students with ASD. Consistent with recommendations regarding beginning reading, teachers (n = 66) indicated that the vast majority of students with ASD (n = 226) participated in daily reading instruction and received more comprehensive instruction than the sight word approach that has been used in the past. Findings of concern included frequency of use of paraprofessionals to provide primary instruction, teachers' relatively low self-efficacy for teaching reading to students with ASD, and provision of less than the recommended instructional time for K-3 reading.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Primary Education; Early Childhood Education; Kindergarten; Grade 1; Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A