Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Developing Social Knowledge to Support Reading Comprehension in Elementary Students with ASD

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Henry, Alyssa R. (ORCID Henry, Alyssa R. (ORCID 0000-0001-5615-244X); Solari, Emily J.
  • اللغة:
    English
  • المصدر:
    TEACHING Exceptional Children. Mar-Apr 2022 54(4):306-314.
  • الموضوع:
    2022
  • نوع التسجيلة:
    Journal Articles
    Reports - Descriptive
  • معلومة اضافية
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • المصدر:
      9
    • Sponsoring Agency:
      National Center for Special Education Research (NCSER) (ED/IES)
    • Contract Number:
      R324B180034
    • Intended Audience:
      Teachers
    • Education Level:
      Elementary Education
    • الموضوع:
      Autism; Pervasive Developmental Disorders; Reading Difficulties; Reading Comprehension; Elementary School Students; Students with Disabilities; Teaching Methods; Reading Strategies; Knowledge Level; Familiarity; Figurative Language; Instructional Materials; Perspective Taking
    • الرقم المعرف:
      10.1177/00400599211022021
    • ISSN:
      0040-0599
      2163-5684
    • نبذة مختصرة :
      Many children with autism spectrum disorder (ASD) experience associated difficulties in reading comprehension. This may be due to the social nature of fictional texts, which require the reader to interpret what characters are thinking and feeling and to make inferences about the cause and effect between events in a story. This paper outlines strategies that teachers can use to assist their learners with ASD in reading comprehension, including activating social background knowledge, encouraging series and familiar genres, identifying and teaching figurative language, and using graphic organizers to support perspective-taking. These strategies are tailored to the social phenotype of children with ASD to best address the underlying difficulties that may be impeding their reading comprehension.
    • نبذة مختصرة :
      As Provided
    • IES Funded:
      Yes
    • الموضوع:
      2022
    • الرقم المعرف:
      EJ1335345