Document Type
Article
Publication Date
Summer 2024
Abstract
This school improvement project aimed to identify effective methods for reading instruction for young students with autism spectrum disorder (ASD). It was hypothesized through exploring peer-reviewed articles that comprehensive reading instruction, tailored to the needs of students with autism, would improve their literacy skills to levels comparable to their typically developing peers. The project reviewed interventions, accommodations, and modifications to provide early reading instruction aligned with National Panel recommendations. Adaptive and interactive shared reading opportunities, such as Adaptive Dialogic Reading, were used. Effectiveness was assessed through teacher observations, student performance data, and standardized reading assessments. Findings indicated that early and comprehensive reading instruction significantly improved linguistic and reading comprehension skills for students with ASD. Adaptive and interactive reading strategies enhanced communication skills, vocabulary, and overall comprehension. However, intervention for reading comprehension needed to be specifically designed for ASD. The results suggest that specific and intentional interventions are crucial for reading success in students with ASD. The improvement plan highlights the importance of collaboration between teachers and researchers to bridge the research-to-practice gap. Future efforts should focus on refining and implementing adaptive reading strategies to support students with ASD in achieving literacy success.