Document Type
Article
Publication Date
Fall 2024
Abstract
This action research paper was driven by the researcher’s interest in improving the early literacy skills for students with Autism Spectrum Disorder, students who have typically been non-responders to previous interventions. As a former general education teacher in her third year of working in special education, the researcher taught explicit and systematic literacy lessons in the pull-out classroom and worked collaboratively with the student’s parent to replicate those lessons in the home. Quantitative data was collected through the computer-based assessment Renaissance Star 360 Early Literacy. After establishing a baseline level, additional data was collected during and after the intervention. The findings found no significant change in the student’s early literacy scores following the intervention implementation; the student’s score at the completion of the study was the same as the baseline collected prior to intervention.