Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Assessing Recollection and Familiarity in Autis...

volgende artikel Brief Report: Repetitive Behaviours in Greek In...

Tip

Swipe om te navigeren naar een ander artikel

01-07-2010 | Original Paper | Uitgave 7/2010

Teaching Children with Autism to Read for Meaning: Challenges and Possibilities

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 7/2010

Auteurs:: Judi Randi, Tina Newman, Elena L. Grigorenko

» Toegang tot de volledige tekst krijgen

Abstract

The purpose of this literature review is to examine what makes reading for understanding especially challenging for children on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes the research on reading comprehension with a focus on the cognitive skills and processes that are involved in gaining meaning from text and then reviews studies of reading comprehension deficits in children on the spectrum. The paper concludes with a review of reading comprehension interventions for children on the spectrum. These children can especially benefit from interventions addressing particular cognitive processes, such as locating antecedent events, generating and answering questions, locating referents, and rereading to repair understanding.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

American Psychiatric Association. (1994). Quick reference to the diagnostic criteria from DSM-IV. Washington, DC: American Psychiatric Association.

Arick, J. R., & Krug, D. A. (1978). Autistic children: A study of learning characteristics and programming needs. American Journal of Mental Deficiency, 83, 200–202. PubMed

Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/high-functioning autism, males and females, scientists and mathematicians. Journal of Autism and Developmental Disabilities, 31, 5–17. CrossRef

Benson, P., Karlof, K. L., & Siperstein, G. N. (2008). Maternal involvement in the education of young children with autism spectrum disorders. Autism, 12, 47–63. CrossRefPubMed

Bosseler, A., & Massaro, D. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disabilities, 33, 653–672. CrossRef

Boulware, B., & Crow, M. L. (2008). Using the concept attainment strategy to enhance reading comprehension. Reading Teacher, 6, 491–495. CrossRef

Bruner, J. (1985). Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Learning and teaching the ways of knowing (pp. 97–115). Eighty-fourth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Cain, K., & Oakhill, J. (2004). Reading comprehension difficulties. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 313–318). Dordrecht, The Netherlands: Kluwer.

Cain, K., & Oakhill, J. (2006). Profiles of children with specific comprehension difficulties. British Journal of Educational Psychology, 76, 683–696. CrossRefPubMed

Capps, L., Losh, M., & Thurber, C. (2000). The frog ate the bug and made his mouth sad: Narrative competence in children with autism. Journal of Abnormal Child Psychology, 28, 193–204. CrossRefPubMed

Cartwright, K. B. (2002). Cognitive development and reading: The relation of multiple classification skill to reading comprehension in elementary school children. Journal of Educational Psychology, 54, 56–63. CrossRef

Cartwright, K. B. (2006). Fostering flexibility and comprehension in elementary students. The Reading Teacher, 59, 628–634. CrossRef

Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41, 405–409. CrossRefPubMed

Chiang, H., & Lin, Y. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 22, 259–267. CrossRef

Colle, L., Baron-Cohen, S., Wheelwrigth, S., & van der Lely, H. K. (2008). Narrative discourse in adults with high-functioning autism or Asperger Syndrome. Journal of Autism and Developmental Disabilities, 38, 28–40. CrossRef

Diehl, J., Bennetto, L., & Young, E. (2000). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34, 87–102.

Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202–224. CrossRef

Duke, N. K., & Pearson, D. (2002). Effective practices for developing reading comprehension. In A. E. Farstup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association.

Duke, N. K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. Reading Teacher, 57, 30–37. CrossRef

Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481–533. CrossRef

Eikeseth, S. (2009). Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental Disabilities, 30, 158–178. CrossRefPubMed

Flores, M., & Ganz, J. (2007). Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22, 244–251. CrossRef

Ganz, J., & Flores, M. (2009). The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: Identifying materials. Journal of Autism and Developmental Disorders, 39, 75–83. CrossRefPubMed

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6–10. CrossRef

Gregoriou, K., Das, J. P., & Hayward, D. (2009). Revisiting the “simple view of reading” in a group of children with poor reading comprehension. Journal of Learning Disabilities, 42, 76–84.

Grigorenko, E. L., Kiln, A., Pauls, D. L., Sent, R., Hooper, C., & Volkmar, F. (2002). A descriptive study of hyperlexia in a clinically referred sample of children with developmental delays. Journal of Autism and Developmental Disorders, 32, 3–11. CrossRefPubMed

Grigorenko, E. L., Klin, A., & Volkmar, F. (2003). Hyperlexia: Disability or superability? Journal of Child Psychology and Psychiatry, 44, 1079–1091. CrossRefPubMed

Happe, F. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129–154. CrossRefPubMed

Happe, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5–25. CrossRefPubMed

Hess, K., Morrier, M., Heflin, L., & Ivey, M. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971. CrossRefPubMed

Houston, G. (1997). The power of story: What I have learned as a writer and teacher. Reading Teacher, 50, 382–385.

Howlin, P. (2000). Outcome in adult life for more able individuals with autism or Asperger Syndrome. Autism, 4, 63–83. CrossRef

Howlin, P., Magiati, I., & Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with autism. American Journal on Intellectual & Developmental Disabilities, 114, 23–41.

Individuals with Disabilities Education Improvement Act (IDEIA). (2004). 20 U.S.C. 1400 et seq.

Johnson, C., & Rakison, D. (2006). Early categorization of animate/inanimate concepts in young children with autism. Journal of Developmental and Physical Disabilities, 20, 73–89. CrossRef

Kana, R. K., Keller, T. A., Cherkassky, V. L., Minshew, N., & Just, M. A. (2006). Sentence comprehension in autism: Thinking in pictures with decreased functional connectivity. Brain, 129(9), 2484–2493. CrossRefPubMed

Klin, A., Volkmar, F., Sparrow, S., Cicchetti, D., & Rourke, B. (1995). Validity and neuropsychological characterization of Asperger syndrome: Convergence with nonverbal learning disabilities syndrome. Journal of Child Psychology and Psychiatry, 36, 1127–1140. CrossRefPubMed

Koegel, L., Robinson, S., & Koegel, R. (2009). Empirically supported intervention practices for autism spectrum disorders in school and community settings: Issues and practices. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 149–176). New York, NY: Springer. CrossRef

Losh, M., & Capps, L. (2003). Narrative ability in high-functioning children with autism or Asperger’s Syndrome. Journal of Autism and Developmental Disorders, 33, 239–251. CrossRefPubMed

Macintosh, K., & Dissanayke, C. (2004). Annotation: The similarities and differences between autistic disorder and Asperger’s disorder: A review of the empirical evidence. Journal of Child Psychology and Psychiatry, 45, 421–434. CrossRefPubMed

McNamara, D. S. (Ed.). (2009). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, NJ: Erlbaum.

Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disabilities, 30, 359–362. CrossRef

Nation, K. (1999). Reading skills in hyperlexia: A developmental perspective. Psychological Bulletin, 125, 338–355. CrossRefPubMed

Nation, K. (2001). Exposing hidden deficits (Spearman Medal Lecture). The Psychologist, 14, 238–242.

Nation, K., Clarke, P., & Snowling, M. J. (2002). General cognitive ability in children with reading comprehension difficulties. British Journal of Educational Psychology, 72, 549–560. CrossRefPubMed

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919. CrossRefPubMed

Nation, K., & Norbury, C. F. (2005). Why reading comprehension fails: Insights from developmental disorders. Topics in Language Disorders, 25, 21–32. CrossRef

Newman, T. M., Macomber, D., Naples, A. J., Babitz, T., Volkmar, F., & Grigorenko, E. L. (2007). Hyperlexia in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 7, 760–774. CrossRef

No Child Left Behind Act (NCLB). (2001). 20 U.S.C. 70 6301 et seq.

O’Connor, I. M., & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 34, 115–127. CrossRefPubMed

Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissocation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443–468. CrossRef

Ozonoff, S., South, M., & Miller, J. (2000). DSM-IV defined Asperger Syndrome: Cognitive, behavioral, and early history differentiation from high-functioning autism. Autism, 4, 29–46.

Paul, R., Fisher, M., & Cohen, D. (1988). Brief report: Sentence comprehension strategies in children with autism and specific language disorders. Journal of Autism and Developmental Disorders, 18, 669–679. CrossRefPubMed

Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227–247). London, UK: Blackwell. CrossRef

Perfetti, C. A., Yang, C., & Schmalhofer, F. (2008). Comprehension skill and word-to-test integration processes. Applied Cognitive Psychology, 22, 303–318. CrossRef

Pressley, M., Wharton-MacDonald, R., Mistretta-Hampton, J., & Echevarria, M. (1998). The nature of literacy instruction in ten grade 4/5 classrooms in upstate New York. Scientific Studies of Reading, 2, 159–194. CrossRef

Randi, J., Grigorenko, E. L., & Sternberg, R. J. (2005). Revisiting definitions of reading comprehension: Just what is reading comprehension anyway? In S. E. Israel, C. Collins-Block, K. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 19–40). Mahwah, NJ: Erlbaum.

Scott, F., Baron-Cohen, S., Bolton, P., & Brayne, C. (2002). Brief report: Prevalence of autism spectrum conditions in children aged 5–11 years in Cambridgeshire, UK. Autism, 6, 231–237. CrossRefPubMed

Snow, C. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: Rand.

Snow, C., Burns, M. S., & Griffin, P. (2005). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stahl, S. A. (2001). Teaching phonics and phonological awareness. In S. B. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 333–347). New York, NY: Guilford Press.

Stein, N. L. (1986). Knowledge and process in the acquisition of writing skills. Review of Research in Education, 13, 225–258. CrossRef

Swiezy, N., Stuart, M., & Korzekwa, P. (2008). Bridging for success in autism: Training and collaboration across medical, educational, and community systems. Child and Adolescent Psychiatric Clinics of North America, 17, 907–922. CrossRefPubMed

Tager-Flusberg, H. (1997). Language acquisition and theory of mind: Contributions from the study of autism. In L. B. Adamson & M. A. Romski (Eds.), Communication and language acquisition: Discoveries from atypical development. Baltimore, MD: Paul H. Brookes Co.

Turkeltaub, P. E., Flowers, D. L., Verbalis, A., Miranda, M., Gareau, L., & Eden, G. F. (2004). The neural basis of hyperlexia reading: An fMRI case study. Neuron, 41, 1–20. CrossRef

Wang, A. T., Lee, S., Sigman, M., & Dapretto, M. (2007). Reading affect in face and voice. Archives of General Psychiatry, 64, 698–708. CrossRefPubMed

Whalon, K., & Hanline, M. F. (2008). Effects of a reciprocal questioning intervention on the question generation and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 432, 367–387.

Whalon, K., Otaiba, S., & Delano, M. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 3–16. CrossRefPubMed

Williams, D. L., Godlsten, G., & Minschew, N. J. (2006). The profile of memory function in children with autism. Neuropsychology, 20, 21–29. CrossRefPubMed

Yuill, N. M., & Oakhill, J. V. (1991). Children’s problems in text comprehension: An experimental investigation. Cambridge, UK: Cambridge University Press.

Titel: Teaching Children with Autism to Read for Meaning: Challenges and Possibilities
Auteurs:: Judi Randi
Tina Newman
Elena L. Grigorenko
Publicatiedatum: 01-07-2010
DOI: https://doi.org/10.1007/s10803-010-0938-6
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 7/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 7/2010

Affective Modulation of the Startle Eyeblink and Postauricular Reflexes in Autism Spectrum Disorder

Using the Childhood Autism Rating Scale to Diagnose Autism Spectrum Disorders

Williams Syndrome and Memory: A Neuroanatomic and Cognitive Approach

Brief Report: Repetitive Behaviours in Greek Individuals with Autism Spectrum Disorder

JADD Announcements for July 2010

Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis