[article]
| Titre : |
Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment |
| Type de document : |
texte imprimé |
| Auteurs : |
Suzanne MCCLAIN, Auteur ; Katlynn DAHL-LEONARD, Auteur ; Bryan G. COOK, Auteur ; Bruna F. GONÇALVES, Auteur ; Stephanie TATEL, Auteur ; Michael J. KENNEDY, Auteur ; William J. THERRIEN, Auteur |
| Article en page(s) : |
p.202745 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Reading Literacy Evidence-based practices |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Reading is an important academic skill for all students. For many students identified with autism, acquiring reading skills is an on-going challenge that requires high-quality, evidence-based instruction. This systematic review updates and expands prior reviews by synthesizing reading intervention studies across five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) for school-aged children and adolescents with autism. A comprehensive literature search yielded 85 studies that met inclusion criteria. Studies measured outcomes across each of the five areas of reading instruction, with positive results reported for about half of outcomes. These interventions draw on common elements, such as reinforcement and error correction, modeling, prompting, technology, and visual supports. A quality assessment revealed consistent reporting strengths and highlighted areas where more robust reporting could increase confidence in the findings. Implications and recommendations for classroom reading instruction for students with autism and future research are discussed. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202745 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 |
in Research in Autism > 130 (February 2026) . - p.202745
[article] Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment [texte imprimé] / Suzanne MCCLAIN, Auteur ; Katlynn DAHL-LEONARD, Auteur ; Bryan G. COOK, Auteur ; Bruna F. GONÇALVES, Auteur ; Stephanie TATEL, Auteur ; Michael J. KENNEDY, Auteur ; William J. THERRIEN, Auteur . - p.202745. Langues : Anglais ( eng) in Research in Autism > 130 (February 2026) . - p.202745
| Mots-clés : |
Autism Reading Literacy Evidence-based practices |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Reading is an important academic skill for all students. For many students identified with autism, acquiring reading skills is an on-going challenge that requires high-quality, evidence-based instruction. This systematic review updates and expands prior reviews by synthesizing reading intervention studies across five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) for school-aged children and adolescents with autism. A comprehensive literature search yielded 85 studies that met inclusion criteria. Studies measured outcomes across each of the five areas of reading instruction, with positive results reported for about half of outcomes. These interventions draw on common elements, such as reinforcement and error correction, modeling, prompting, technology, and visual supports. A quality assessment revealed consistent reporting strengths and highlighted areas where more robust reporting could increase confidence in the findings. Implications and recommendations for classroom reading instruction for students with autism and future research are discussed. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202745 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 |
|  |
Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment in Research in Autism, 130 (February 2026)
