Understanding words read by linking the word to oral vocabulary.Īctive learning of vocabulary required for reading a specific text, or likely to be seen in a variety of texts. Repeatedly reading a text orally with guidance from the teacher (i.e., choral reading, echo reading, etc.), or through independent reading practice with feedback. Reading text with speed, accuracy, and expression Mapping letters to corresponding sound/phoneme and blending these sounds to form words analyzing letter-sound relationships from whole to part (e.g., chop, chin, catch contain digraph ch-) segmenting words into phonemes and writing corresponding letters to form words using parts of known words to identify new words using sound letter correspondences and context cues to identify unfamiliar words in text. Understanding letter-sound correspondences in reading and spelling.
Tell me: “the first sound in the word cat.” /c/ “the sound that is the same tide, toy, toss.” /t/ “what word these sounds make /c/ /a/ /t/ ?” cat “all the sounds you hear in cat?” /c/ /a/ /t/ Recognizing and manipulating spoken words in language. See Table 1 for descriptions and examples of each identified component. More specifically, findings from the National Reading Panel ( NICHD, 2000) are cited in NCLB language requiring that all students be provided explicit and systematic classroom reading instruction that includes five essential components of reading: phonemic awareness, phonics, oral reading fluency, vocabulary and comprehension strategies. The No Child Left Behind Act of 2001 (NCLB) and IDEA 2004 mandate that all children, including children with ASD be taught to read in ways that are consistent with reading research. Two further studies have shown that children with Asperger syndrome who developed grade level decoding skills could comprehend material containing factual information, but had trouble making inferences ( Griswold, Barnhill, Myles, Hagiwara, & Simpson, 2002 Myles et al., 2002). The author suggested phonics instruction that encompasses word families, word parts, and structural analysis (e.g., prefixes and suffixes) may prove beneficial for students with autism. Results indicated that the children had developed phonics skills and that they attended to word parts that provide cues such as rimes. The author assessed each child’s understanding of word parts, grapheme-phonemes, onsets and rime, and recognition of high frequency words. Calhoon (2001) studied the word recognition skills of ten children with autism who obtained varied IQ scores ranging from 60 to 100, and were able to identify sight words on a second grade level at the onset of the study. This level of variance demonstrates the heterogeneity in reading ability across the autism spectrum, and suggests using caution when interpreting mean scores for this population of students (Nation et al.).Īnother study specifically examined the degree to which students with ASD could master phonics rules. However, the authors noted large individual differences in performance with some children scoring far above average, and others unable to complete the task. Their vocabulary and oral language comprehension scores were highly correlated with their scores on the reading comprehension measure (i.e. Children were assessed on measures of single word recognition in isolation, pseudoword or nonword recognition, text reading accuracy, and text comprehension on average, they demonstrated good word reading ability and poor comprehension. Inclusion criteria included “measurable language skills” even if language skills were limited. (2006) examined the reading skills of 41 children with ASD ages 6–15 including 16 identified with autism, 13 with pervasive developmental disorder-not otherwise specified (PDD-NOS), and 12 with Asperger syndrome. To gain a broader understanding of the reading capabilities of children representative of the autism spectrum, Nation et al. All participants, regardless of IQ scores, demonstrated difficulty with language comprehension. Notably, children with average IQ scores had comprehension scores within average range, but most children with IQ scores below 80 were unable to complete comprehension subtests. Across two large studies involving a total of 280 participants with ASD, Mayes and Calhoun (2003a, 2003b) found that all of their participants with average IQ scores and approximately half of the children who had IQ scores below 80 achieved average scores on decoding and spelling measures. Generally, converging evidence from a handful of studies describes the reading skills of children with ASD as having relative strengths in decoding while experiencing greater difficultly with language and reading comprehension ( Calhoon, 2001 Frith, 2003 Lord & Paul, 1997 Nation, Clarke, Wright, & Williams, 2006).
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