NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ922582
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0741-9325
Children with Autism Spectrum Disorder and Literacy Instruction: An Exploratory Study of Elementary Inclusive Settings
Whalon, Kelly J.; Hart, Juliet E.
Remedial and Special Education, v32 n3 p243-255 May-Jun 2011
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 with ASD. Implications for general and special educators are described. (Contains 1 table.)
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
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A