Literacy Instruction for Autistic Children Who Speak Languages Other than English

Autor/inn/en	Bailey, Benjamin; Arciuli, Joanne
Titel	Literacy Instruction for Autistic Children Who Speak Languages Other than English
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 2, S.389-405 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arciuli, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211025422
Schlagwörter	Literacy Education; Autism; Pervasive Developmental Disorders; Reading Instruction; Writing Instruction; Indo European Languages; Turkish; French; Korean; Spanish; Greek; Swedish; Japanese; Chinese; Sight Method; Spelling; Alphabets; Reading Skills; Reading Comprehension; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Autismus; Leseunterricht; Schreibunterricht; Indoeuropäisch; Türkisch; Französisch; Koreanisch; Spanisch; Grieche; Griechisch; Schwedisch; Japaner; Japanisch; China; Chinesen; Look-and-say method; Ganzheitsmethode; Schreibweise; Buchstabenschrift; Reading skill; Lesefertigkeit; Leseverstehen; Computer based training; Computerunterstützter Unterricht
Abstract	Much of what is known about autism and literacy instruction is derived from studies including monolingual English-speaking children. Yet, less than one-fifth of the world's population are English speakers. This review examines the research on literacy instruction for children with autism learning to read and write in languages other than English. A systematic search of the literature identified potentially relevant publications, a relatively small number of these met inclusion criteria. The included studies investigated instruction methods targeted at word reading and spelling, reading comprehension, and written expression for autistic children learning to use alphabetic, syllabary or logosyllabary writing systems. Autistic children benefitted from literacy instruction methods designed for typically developing children. However, some studies showed that additional skills and supports may be required. The included studies also highlight some potential differences in effective instruction practices used when working with autistic children learning alphabetic, syllabary and logosyllabary writing systems. Studies tended to include small samples. We hope this review will bring increased awareness and research efforts in the area of autism and global literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01