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

Autor/inn/en	Henry, Alyssa R.; Solari, Emily J.
Titel	Developing Social Knowledge to Support Reading Comprehension in Elementary Students with ASD
Quelle	In: TEACHING Exceptional Children, 54 (2022) 4, S.306-314 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Henry, Alyssa R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211022021
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Autismus; Reading difficulty; Leseschwierigkeit; Leseverstehen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Wissensbasis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Zukunftsperspektive
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01