READING COMPREHENSION AND AUTISM IN THE PRIMARY GENERAL

EDUCATION CLASSROOM

Abstract

Successful Reading Comprehension Strategies for Students with Autism This

project was initiated in order to help general and special education teachers in
elementary classrooms with successful strategies, to assess and teach students with
autism how to better comprehend text. The unit developed does two things: one, it
educates teachers and students on a number of strategies to use in reading
comprehension, and two, it helps students with autism gain important social skills. Each
lesson is designed to incorporate Colorado Content Reading and Writing Standards,
with aligned Social and Access skills.
 INTRODUCTION

Background of the Study

Reading comprehension is a critical building block for effective early literacy

development. Many students with autism spectrum disorder demonstrate difficulties in

reading comprehension. These difficulties may be attributed to deficits in Theory of

Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the

number of students with this disability participating in the general education setting,

practitioners need to acquire the background knowledge on how to effectively teach this

population.

According to The No Child Left Behind Act (2002) suggests that teachers are to

provide scientifically based reading instruction for all students, including those with

disabilities such as ASD. With the increasing numbers of students with ASD being

provided instruction in the general education setting, teachers are most likely asking

themselves, “How do I provide effective reading instruction to students with ASD?” One

critical building block of literacy instruction that is difficult to acquire for students with

ASD is the ability to comprehend text (Chiang & Lin, 2007; Nation, Clarke, Wright, &

Williams, 2006; O'Conner & Klein, 2004; Whalon & Hart, 2011a, 2011b). Based on the

social, communicative, and behavioral characteristics of students with ASD (American

Psychiatric Association, 2013), these students may even struggle to achieve the

expectation of comprehending text at a basic level. Some students with ASD

demonstrate the ability to decode text above their current IQ and, many times,

outperform their neurotypical peers (Newman et al., 2007).

The purpose of this study is to introduce teachers to a step-by-step guide for

teaching reading comprehension, the characteristics of autism spectrum disorder that

may impede students from acquiring reading comprehension, and evidenced-based

practices that can be used to improve their comprehension abilities.

Statement of the Problem

Historically, reading comprehension strategies have been utilized in the general

education classrooms, but how can they be used to help students with special needs?

With the increasing number of students who are: (a) identified with autism disorder, (b)

mainstreamed, and (c) work in the community, it is important that these students and

adults learn to read well. Many high functioning people with autism show a wide gap

between their ability to decode and comprehend reading. It is important that educators

differentiate the use of their literacy models and teaching tools to meet the needs of the

diverse classroom and try new strategies geared toward the unique challenges that

students with autism face when they comprehend text.

 REVIEW OF RELATED LITERATURE

In this review of literature, the author will analyze and interpret the numerous

findings about the unique challenges students with autism experience when they try to

comprehend text. Then, this author will incorporate a scope and sequence of

successful, research based reading comprehension strategies used in general

education classrooms, and detail how strategies can be differentiated for students with

autism.

Educators have noticed that many students with autism show a disjunction

between decoding and reading comprehension (O’Connor & Klein, 2004). Difficulties in

reading comprehension can be hard to detect, especially in students with autism who

are able to decode and are fluent readers. The ultimate goal of reading is to understand

what has been written, and although the ability to decode individual words is a crucial

first step, it is no guarantee that adequate comprehension will follow (Nation & Norbury,

2005).

An Overview of Autism

According to the staff of Autism Speaks (2008), 1 in 150 children is diagnosed

with autism today, which means it occurs more frequently than pediatric cancer,

diabetes, and AIDS combined. It is the fastest growing developmental disability in the
United States. Boys are four times more likely than girls to have autism, and it occurs in

all racial, ethnic, and social groups. Its causes are uncertain, and there is no cure; most

researchers believe autism is the result of a combination of genetic vulnerabilities and

environmental triggers (Wallis, 2006).

As reported by the staff of Autism Speaks (2008), autism was first described by

Dr. Leo Kanner, an American psychologist, in 1943 and has since been defined as a

spectrum disorder. Also, in 1943, Dr. Hans Asperger, a German scientist described a

milder form of the disorder that is now known as Asperger’s. The five developmental

disorders that fall under the umbrella of Pervasive Developmental Disorders (PDD)

include: (a) Autism; (b) Asperger’s; (c) Childhood Disintegrative Disorder (CDD); (d)

Rett’s Syndrome; and (e) PDD, not otherwise specified. These five disorders are

characterized by varying degrees of impairment in: (a) communication skills, (b) social

abilities, and (c) repetitive behaviors. “Autism can occur in combination with any other

disability, or as a distinct and singular disorder” (Akin & MacKinney, 2004, p. 36).

Also reported by the staff of Autism Speaks (2008), autism impairs a person’s

ability to communicate and relate to others. It is associated with rigid routines and

repetitive behaviors, such as the obsessive arrangement of objects or the need to follow

very specific routines. Transitions can be a challenge. Many students with autism have

sensory processing difficulties and may display self-stimulatory behaviors, such as: (a)

the need to body rock, (b) flap arms, and (c) flick fingers (Akin & MacKinney, 2004). It

can be difficult for students with autism to make eye contact, so educators should be

aware that it is not a sign of disrespect. Hyperactivity and aggressive behaviors may be

a concern in the classroom, as well as peers who perceive the student with autism as
being odd or eccentric. Gately (2008) stated that students with autism “often have

deficits in language and social cognition and difficulty interpreting and labeling emotions

and incorporating or integrating each of these aspects of communication to gain

meaning in social situations” (p. 40). Frequently, it is difficult for these students to

understand what others think, as well as understand: (a) sarcasm, (b) irony, and (c)

metaphors (Gately). Usually, students with autism have average to above average

intelligence and have exceptional rote memory, as well as excellent letter or number

recognition (Akin & MacKinney).

Autism and Literacy

Many high functioning students with autism show good decoding skills yet poor

reading comprehension. O’Connor and Klein (2004) found that most of these students

show reading comprehension that is impaired but not entirely lacking, while their

decoding skills are generally equal to, or above age level norms. The exception is single

words, which appear to be automatic for high functioning students with autism.

O’Connor and Klein found that students with autism had difficulties with grammatical

ability and the integration of information, especially if they had low verbal ability.

Nation and Norbury (2005) reported that, although the ability to decode individual

words is a crucial first step, it is no guarantee that adequate comprehension will follow.

Also, weaknesses in oral language are correlated with reading comprehension

difficulties. Since 40% of the students with autism are nonverbal (Autism Speaks, 2008),

this is a common challenge. Another factor is the function of language, which is typically
confusing to many students with autism. Educators are encouraged to promote these

students’ functional understanding of literacy by the provision of instruction within

natural contexts (Lanter & Watson, 2008).

METHODOLOGY

The purpose of this project was to provide a scope and sequence of successful

reading comprehension strategies, as well as develop a unit plan for teachers to use for

students with autism to improve their reading comprehension. The gap between reading

fluency and reading comprehension came to the attention of this researcher when she

worked as a special education paraprofessional in an elementary school for 3 years.

Several problems became apparent. It was through this teaching experience,

conversations with general and special education teachers, and reading journal articles

that this researcher saw the need to provide students with the instruction and

accommodations they need to successfully comprehend what they read.

Target Audience

This project was designed for application with students with autism in Grades 1-

5, but could be adapted for those in higher grades. General and special education

teachers, who need a guide to teach reading comprehension strategies for students

with autism, as well as paraprofessionals and support staff who work with students with

autism, and the parents of these students will be interested in this project.
Goals and Procedures

The goal of this project was to provide general and special education teachers

with a resource to facilitate the complex process of reading comprehension, specifically

for students with autism. In Chapter 2, the review of literature demonstrated the need for

the differentiation of instruction for students with autism. Subsequent chapters were

organized to include an overview of autism, typical reading strengths, challenges of

students with autism and the importance of reading comprehension and the relationship

between reading skills. Additionally, current trends in general and special education and

best practices were presented. In Chapter 4, the author provided a curricular unit and,

more specifically, lessons that illustrated the practical uses of the strategies presented.
 RESULT AND DISCUSSION

This project was initiated in order to help general and special education teachers

in elementary classrooms with successful strategies, to assess and teach students with

autism how to better comprehend text. The unit developed does two things: one, it

educates teachers and students on a number of strategies to use in reading

comprehension, and two, the focus is on friendships and social skills. Getting along with

others is a major topic in elementary grades, and it is especially important to aid

students with autism in social skills acquisition. All of these lessons have been created

so that students of all levels can participate and be challenged in their different

strengths and learning abilities. The unit was developed for first and second grade level

readers, but can be modified for most early elementary classrooms.

An important part of this unit is the assessment of students’ actual use and

understanding of the comprehension strategies. It can be difficult for teachers to realize

a student is having difficulties with reading comprehension, especially if the student is

good at fluency and decoding. It should also be noted that one strategy might be

successful for one student with autism and may have no effect on another student with

autism. As with all students, it is important to get to know the student’s strengths, and

differentiate. Accommodations and modifications should be used for students with

autism in the general education classrooms, as needed, as well as assistive technology.

Teaching to the students’ strengths and developing their talents is an important goal,

especially for students with autism.

The unit is focused on two common difficulties students with autism face: (a)

comprehending text, and (b) learning valuable social skills. There are a total of 15

lessons; teachers can decide how many lessons to use each week. This project covers

many of the Colorado Content Standards for Reading and Writing, as well as aligned

Social and Access skills. Materials supporting the strategies and classroom applications

are provided in the appendices.

Evaluation of the reading comprehension and social skills unit plan was well

received. One assessor stated, “Many new teachers are graduating from teaching

institutions with minimal exposure to the needs of students with autism. Students with

autism often need revised instructional strategies. This unit provides lessons for grades

1-5, which will encompass a variety of skill levels. It also incorporates many of the best

instructional practices found in current research.”

Specifically, the results of the Likert scale questions were as follows:

1. Unit meets curriculum standards for literacy and social skills for lower elementary.

Total score: 15/15.

2. This unit details the best practices to use for students with autism. Total score:

14/15. 3. The resources found in the appendices are helpful for comprehension lessons.

Total score: 15/15.

4. This unit is easy to understand and follow.

Total score: 15/15.

5. This unit takes into account many different types of learners.

Total score: 15/15.

6. The needs of all abilities can be met with this unit.

Total score: 15/15.

7. Lesson plans meet stated objectives.

Total score: 15/15.

 REFERENCES

Akin, L., & MacKinney, D. (2004, Summer/Fall). Autism, literacy, and libraries: The 3 Rs
= routine, repetition, and redundancy. Children and Libraries, 35-41. Retrieved May 20,
2008, from EBSCOhost database.

Allegheny Intermediate Unit (AIU). (2008). Primary ADAPT manual. Retrieved June 16,
2008, from www.aiu3.net

Autism Speaks (2008).What is autism: An overview. Retrieved June 12, 2008, from
www.autismspeaks.org

Broun, L. T. (2004). Teaching students with autistic spectrum disorders to read: A visual
approach. TEACHING Exceptional Children, 36(4), 36-40. Retrieved May 20, 2008,
from EBSCOhost database.

Craig, H. K., & Telfer, A. S. (2005). Hyperlexia and autism spectrum disorder: A case
study of scaffolding language growth over time. Top Language Disorders, 25(4), 364-
374. Retrieved May 20, 2008, from EBSCOhost database.

Lanter, E., & Watson, L. R. (2008). Promoting literacy in students with ASD: The basics
for the SLP. Language, Speech, and Hearing Services in Schools, 39, 33-43. Retrieved
May 20, 2008, from EBSCOhost database.