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ERIC Number: EJ885714
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1074-2956
Matching Literacy Profiles with Instruction for Students on the Spectrum: Making Reading Instruction Meaningful
Carnahan, Christina R.; Williamson, Pamela; Haydon, Todd
Beyond Behavior, v19 n1 p10-16 Fall 2009
The term "literacy" is often used synonymously with reading and writing. However, literacy entails more than reading and writing. Literacy involves communicating with others and includes listening, viewing, following, and reading directions and interacting with friends and colleagues. The literacy skills and abilities are essential for all learners. Unfortunately, students with disabilities, including those with autism spectrum disorders (ASD), often demonstrate complex social communication and cognitive differences that influence both the quantity and quality of instruction they receive. Recently, however, literacy instruction for students with ASD is receiving more and more attention. In this article, the authors present three different reading profiles they observed in their study of how students with autism approach text. Reading profiles are used to discuss important instructional considerations, including setting the context for learning and establishing meaning-based literacy instruction that facilitates the reading comprehension of students on the spectrum. Before specifically discussing reading comprehension instruction, the authors first discuss general instructional techniques that promote engagement and learning in many academic activities, including literacy and language arts instruction. (Contains 1 figure and 1 table.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A