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Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders / Kelly J. WHALON in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)
[article]
Titre : Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur Année de publication : 2009 Article en page(s) : p.3-16 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697
in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16[article] Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur . - 2009 . - p.3-16.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16
Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697