Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities

Autor/inn/en	Conner, Carlin; Allor, Jill H.; Henry, Alyssa R.; Al Otaiba, Stephanie; Ortiz, Miriam B.
Titel	Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities
Quelle	In: Reading Teacher, 77 (2023) 1, S.47-58 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conner, Carlin) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2207
Schlagwörter	Language Fluency; Language Acquisition; Reading Comprehension; Teaching Methods; Educational Strategies; Autism Spectrum Disorders; Students with Disabilities; Intellectual Disability; Student Development + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand
Abstract	Both reading and language skills are necessary for children to see success in academic and everyday life settings. This manuscript describes in detail four key instructional techniques used to target reading and language development in struggling and early readers, including children with both autism and cognitive disabilities. The techniques include (1) routines and behavioral support, (2) relatable content and interests, (3) shared reading activities to promote language and listening comprehension, and (4) academic and social vocabulary development. Drawing from examples from "Friends on the Block," an intervention designed to meet the needs of children with disabilities, this paper describes key instructional techniques and methods teachers can incorporate into daily reading and language instruction for children with autism and cognitive disabilities. We also provide recommendations for implementing these techniques into instruction without the "Friends on the Block" intervention. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01