Reading Comprehension Instruction for Students With Autism Spectrum Disorder

被引：2
|
作者：
Chang, Ya-Chih [1 ]
Menzies, Holly M. [1 ]
Osipova, Anna [1 ]
机构：
[1] Calif State Univ Los Angeles, Div Special Educ & Counseling, Los Angeles, CA 90032 USA
来源：
READING TEACHER | 2020年 / 74卷 / 03期
关键词：
Comprehension; Assessment; Instructional strategies; methods and materials; Struggling learners; teaching strategies < Strategies; methods; and materials; Diagnostic < Assessment; Instructional intervention < Struggling learners; 2-Childhood; 7-Special needs; HIGH-FUNCTIONING STUDENTS; ORAL LANGUAGE; CHILDREN; STRATEGIES; BEHAVIOR; SCHOOL; METAANALYSIS; INDIVIDUALS; PROFILES; INSIGHTS;
D O I：
10.1002/trtr.1929
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Students with autism spectrum disorder (ASD) have more difficulty in achieving proficiency in reading comprehension than their neurotypical peers. As students with ASD are increasingly educated in inclusive settings, general education teachers must have knowledge of the characteristics of autism that may impede comprehension of text to understand which instructional methods will achieve the best outcomes in reading. The authors describe how to use reading assessment measures to determine an instructional approach for students with ASD.
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页码：255 / 264
页数：10
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