ERIC Number: EJ1200856
Record Type: Journal
Publication Date: 2019-Jan
Abstractor: As Provided
Teaching Reading Comprehension to Learners with Autism Spectrum Disorder: Discrepancies between Teacher and Research-Recommended Practices
Accardo, Amy L.; Finnegan, Elizabeth G.
Autism: The International Journal of Research and Practice, v23 n1 p236-246 Jan 2019
Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.
Descriptors: Autism, Pervasive Developmental Disorders, Reading Comprehension, Reading Instruction, Teaching Methods, Evidence Based Practice, Teacher Attitudes, Teacher Competencies, Instructional Effectiveness, Faculty Development, Elementary Secondary Education, Preschool Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Preschool Education; Early Childhood Education
Authoring Institution: N/A