TITLE

Teaching Students With Autistic Spectrum Disorders to Read

AUTHOR(S)
Broun, Leslie Todd
PUB. DATE
March 2004
SOURCE
Teaching Exceptional Children;Mar/Apr2004, Vol. 36 Issue 4, p36
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Offers advice to teachers on the use of visual approach to teach students with autistic spectrum disorders to read. Implementation of the methodology in Patricia Oelwein's book "Teaching Reading to Children with Down Syndrome: A Guide for Parents and Teachers"; Use of personal and meaningful vocabulary; Issues of comprehension. INSET: Assisted Literacy.
ACCESSION #
12370482

 

Related Articles

  • Understanding and Facilitating Reading Comprehension in Children with Autism. Gira, Kathy // Illinois Reading Council Journal;Spring2010, Vol. 38 Issue 2, p27 

    The article discusses the ways to understand and facilitate reading comprehension in children with autism. It states that it is very essential for a teacher to know aspects of autism as the number of children identified with autism is increasing. The said developmental disability greatly affects...

  • COMPASS: A Parent-Teacher Collaborative Model for Students with Autism. Ruble, Lisa A.; Dalrymple, Nancy J. // Focus on Autism & Other Developmental Disabilities;Summer2002, Vol. 17 Issue 2, p76 

    Presents the rationale for a specific consultation approach in autism. Definition of autism; Information on the Collaborative Model for Promoting Competence and Success (COMPASS) for students with autism; Goal of COMPASS.

  • New Education Center for Children with Autism.  // Exceptional Parent;Dec2002, Vol. 32 Issue 12, p26 

    Reports on the setting up of an education center for children with autism in the United States. Participation of school districts in the program.

  • Multicultural Perspectives on Teaching Students with Autism. Wilder, Lynn K.; Dyches, Tina Taylor; Obiakor, Festus E.; Algozzine, Bob // Focus on Autism & Other Developmental Disabilities;Summer2004, Vol. 19 Issue 2, p105 

    To develop independence and self-responsibility in students with autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these...

  • Teaching and Learning Approaches for Children With Asperger's Syndrome. Falk-Ross, Francine; Iverson, Mary; Gilbert, Carol // Teaching Exceptional Children;Mar/Apr2004, Vol. 36 Issue 4, p48 

    Discusses teaching and learning approaches for children with Asperger's Syndrome. Characteristics of Asperger's Syndrome; Compensatory strategies related to sensory overstimulation; Social strategies for intervention; Building language and educational achievement.

  • CERAMICS AND AUTISM IN ARTS EDUCATION. Aktas, Sibel // Journal of Education & Sociology;Oct2013, Vol. 4 Issue 2, p62 

    Art is for everyone. Therefore, arts education is a "compulsory" educational and experiential process that each citizen must go through. This process contributes to education by means of "visual arts" that encompass all aesthetic arts and design areas in primary, secondary and high schools in...

  • Repeated Storybook Reading as a Language Intervention for Children with Autism:. Bellon, Monica L.; Ogletree, Billy T.; Harn, William E. // Focus on Autism & Other Developmental Disabilities;Spring2000, Vol. 15 Issue 1, p52 

    This case study investigated the efficacy of repeated storybook reading (RSR) with adult scaffolding as an intervention for a child with autism. An ABA single-subject design was employed. The results suggested that RSR encouraged spontaneous language use. Guidelines for using RSR with children...

  • Modified Incidental Teaching Sessions: A Procedure for Parents to Increase Spontaneous Speech in ... Charlop-Christy, Marjorie H.; Carpenter, Michael H. // Journal of Positive Behavior Interventions;Spring2000, Vol. 2 Issue 2, p98 

    Examines modified incidental teaching sessions (MITS). Increasing spontaneous speech in children with autism; Comparison of the efficacy of MITS and traditional incidental teaching and discrete trial; Acquisition and target phrases of for MITS; Provision of naturalistic teaching strategies for...

  • Does Compare-Contrast Text Structure Help Students With Autism Spectrum Disorder Comprehend Science Text? CARNAHAN, CHRISTINA R.; WILLIAMSON, PAMELA S. // Exceptional Children;Spring2013, Vol. 79 Issue 3, p347 

    Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics