The Conditions of Beginning Reading Instruction for Students with Autism Spectrum Disorder

Autor/inn/en	Spector, Janet E.; Cavanaugh, Brian J.
Titel	The Conditions of Beginning Reading Instruction for Students with Autism Spectrum Disorder
Quelle	In: Remedial and Special Education, 36 (2015) 6, S.337-346 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515579277
Schlagwörter	Autism; Pervasive Developmental Disorders; Reading Instruction; Beginning Reading; Reading Skills; Teaching Methods; Teacher Surveys; Special Education Teachers; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Paraprofessional School Personnel; Self Efficacy; Teacher Effectiveness; Elementary School Teachers; Elementary School Students; Reading Difficulties; Online Surveys + Suchen Sie Ihr Suchwort? Autismus; Leseunterricht; Erstleseunterricht; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Reading difficulty; Leseschwierigkeit
Abstract	A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to investigate the conditions of reading instruction for K-3 students with ASD. Consistent with recommendations regarding beginning reading, teachers (n = 66) indicated that the vast majority of students with ASD (n = 226) participated in daily reading instruction and received more comprehensive instruction than the sight word approach that has been used in the past. Findings of concern included frequency of use of paraprofessionals to provide primary instruction, teachers' relatively low self-efficacy for teaching reading to students with ASD, and provision of less than the recommended instructional time for K-3 reading. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01