Reading Comprehension Strategies In Children With High-Functioning Autism: A Social Constructivist Perspective

Abstract

Individuals with autism see the world, by definition of the diagnosis, in a very different way than the typical student. Communication, both verbal and non-verbal, is a defining characteristic of this disability. Students with autism both can and need to learn to comprehend when reading to be successful in school and in life. This study evaluated the reading comprehension abilities of three students with autism and using a strength-based approach targeting comprehension strategies. These strategies also appear to have increased the students' communication skills. All participants were medically or educationally diagnosed with autism. All had an educationally-defined label of autism and had been identified as having difficulty with reading comprehension. The study is presented as a case study with limited participants. The author investigated the reading comprehension abilities of each student and through direct instruction provided support for the skills the student already possessed. Additional skills were then introduced thereby increasing the students' abilities to comprehend. An additional effect of increasing student personal communication skills was also noted.