Promoting literacy in students with ASD: The basics for the SLP

Language, Speech, and Hearing Services in Schools

Volumn 39, Issue 1, 2008, Pages 33-43

  Lanter, Elizabeth ^a,b   Watson, Linda R ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b UNIVERSITY OF NORTH CAROLINA SCHOOL OF MEDICINE   (United States)

Author keywords

Asperger syndrome; Autism; Comprehension; Literacy; Reading

Indexed keywords

ARTICLE; AUTISM; CHILD; EDUCATIONAL STATUS; HUMAN; METHODOLOGY; SPEECH DISORDER; STATISTICS; STUDENT;

AUTISTIC DISORDER; CHILD; EDUCATIONAL STATUS; HUMANS; SPEECH-LANGUAGE PATHOLOGY; STUDENTS;

EID: 38949192881     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2008/004)     Document Type: Article

References (91)

1. American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. Available from www.asha.org /policy.
2. Aram, D. (1997). Hyperlexia: Reading without meaning in young children. Topics in Language Disorders, 17(3), 1-13.
3. Baker, L. (2002). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Researchbased best practices (pp. 77-95). New York: Guilford.
4. Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37-47.
5. Bellon, M., Ogletree, B., & Harn, W. (2000). Repeated storybook reading as a language intervention for children with autism: A case study on the application of scaffolding. Focus on Autism and Other Developmental Disabilities, 15(1), 52-58.
6. Bishop, D. V. M., Maybery, M., Wong, D., Maley, A., Hill, W., & Hallmayer, J. (2004). Are phonological processing deficits part of the broad autism phenotype? American Journal of Medical Genetics Part B (Neuropsychiatrie Genetics), 128B, 54-60.
7. Boudreau, D. M., & Hedberg, N. L. (1999). A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology, 8, 249-260.
8. Broun, L. T. (2004). Teaching students with autistic spectrum disorders to read: A visual approach. Teaching Exceptional Children, 36(4), 36-40.
9. Caccamise, D., & Snyder, L. (2005). Theory and pedagogical practices of text comprehension. Topics in Language Disorders, 25(1), 5-20.
10. Calhoon, J. A. (2001). Factors affecting the reading of rimes in words and nonwords in beginning readers with cognitive disabilities and typically developing readers: Explorations in similarity and difference in word recognition cue use. Journal of Autism and Developmental Disorders, 31(3), 491-504.
11. Carlisle, J. F. (1989). Diagnosing comprehension deficits through listening and reading. Annals of Dyslexia, 39, 159-176.
12. Catts, H. W., Adolf, S. M., & Ellis Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.
13. Charman, T., Drew, A., Baird, C., & Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form). Journal of Child Language, 30, 213-236.
14. Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12-20.
15. Clay, M. M. (1966). Emergent reading behavior. Unpublished doctoral dissertation, University of Auckland, Auckland, New Zealand.
16. Colasent, R., & Griffith, P. (1998). Autism and literacy: Looking into the classroom with rabbit stories. The Reading Teacher, 51(5), 414-420.
17. Craig, H. K., & Sexton Telfer, A. (2005). Hyperlexia and autism spectrum disorder: A case study of scaffolding language growth over time. Topics in Language Disorders, 25(4), 364-374.
18. Cunningham, J. W., Spadorcia, S. A., Erickson, K. A., Koppenhaver, D. A., Sturm, J., & Yoder, D. E. (2005). Investigating the instructional supportiveness of leveled text. Reading Research Quarterly, 40(4), 410-427.
19. Dennis, M., Lazenby, A. L., & Lockyer, L. (2001). Inferential language in high-functioning children with autism. Journal of Autism and Developmental Disorders, 31(1), 47-54.
20. Diehl, S. F., Ford, C., & Federico, J. (2005). The communication journey of a fully included child with an autism spectrum disorder. Topics in Language Disorders, 25(4), 375-387.
21. Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125.
22. Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135-163.
23. Eikeseth, S., & Jahr, E. (2001). The UCLA reading and writing program: An evaluation of the beginning stages. Research in Developmental Disabilities, 22, 289-307.
24. Eisenmajer, N., Ross, N., & Pratt, C. (2004). Specificity and characteristics of learning disabilities. Journal of Child Psychology and Psychiatry, 46, 1108-1115.
25. Englert, C. S., & Hiebert, E. H. (1984). Children's developing awareness of text structures in expository materials. Journal of Educational Psychology, 76, 65-74.
26. Fossett, B., & Mirenda, P. (2006). Sight word reading in children with developmental disabilities: A comparison of paired associate and pictureto-matching instruction. Research in Developmental Disabilities, 27, 411-429.
27. Grabe, W. (2002). Narrative and expository macro-genres. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 249-267). Mahwah, NJ: Erlbaum.
28. Grandin, T. (1992). An inside view of autism. In E. Schopler& G. Mesibov (Eds.), High-functioning individuals with autism (pp. 105-124). New York: Plenum Press.
29. Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24, 123-147.
30. Grigorenko, E. L., Klin, A., Pauls, D. L., Senft, 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 Development Disorders, 32(1), 3-12.
31. Grigorenko, E. L., Klin, A., & Volkmar, F. (2003). Annotation: Hyperlexia: disability or superabiltiy? Journal of Child Psychology and Psychiatry, 44(8), 1079-1091.
32. Griswold, K. E., Barnhill, G. P., Smith-Myles, B., Hagiwara, T., & Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17(2), 94-102.
33. Happé, F. G. E. (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(2), 129-154.
34. Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive, multimedia computer program. Journal of Autism and Developmental Disorders, 25(5), 459-480.
35. Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, 212-229.
36. Individuals With Disabilities Education Improvement Act of 2004. Pub.L. No. 108-446, 118 Stat. 2647 (2004).
37. Joseph, R. M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and social-communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 43, 807-821.
38. Kaderovek, J. N., & Justice, L. M. (2004). Embedded-explicit emergent literacy intervention II: Goal selection and implementation in the early childhood classroom. Language, Speech, and Hearing Services in Schools, 35, 212-228.
39. Kamberelis, G. (1999). Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403-463.
40. Kamhi, A. G., & Catts, H. W. (1999). Reading development. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 25-49). Needham Heights, MA: Allyn & Bacon.
41. Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis ofresearch. Journal of Learning Disabilities, 37(2), 105-118.
42. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: University Press.
43. Koppenhaver, D., & Erickson, K. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23(4), 283-292.
44. Koppenhaver, D. A., Pierce, P. L., & Yoder, D. E. (1995). AAC, FC, and the ABC's: Issues and relationships. American Journal of Speech-Language Pathology, 4, 5-14.
45. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596-613.
46. 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.
47. Loveland, K., McEvoy, R., Tunali, B., & Kelley, M. (1990). Narrative story-telling in autism and Down syndrome. British Journal of Developmental Psychology, 8, 9-23.
48. Macintosh, K. E., & Dissanayake, 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.
49. Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure as recall. Cognitive Psychology, 9, 111-151.
50. Martin, I., & McDonald, S. (2003). Weak coherence, no theory of mind, or executive dysfunction? Solving the puzzle of pragmatic language disorders. Brain and Language, 85, 451-466.
51. McCormick, S. (2003). Instructing students who have literacy problems. Upper Saddle River, NJ: Merrill.
52. Minshew, N., Goldstein, G., & Siegel, D. (1997). Neuropsychological functioning in autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society, 3, 303-316.
53. Minshew, N. J., Goldstein, G., & Siegel, D. J. (1995). Speech and language in high-functioning autistic individuals. Neuropsychology, 9, 255-261.
54. Mirenda, P. (2003). He's not really a reader...: Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23(4), 271-282.
55. Mirenda, P., & Erickson, K. (2000). Augmentative communication and literacy. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders (pp. 333-367). Baltimore: Brookes.
56. Nation, K. (1999). Reading skills in hyperlexia: A developmental perspective. Psychological Bulletin, 124(3), 228-355.
57. 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, 911-918.
58. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved October 2, 2006, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
59. National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428-442.
60. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
61. O'Connor, I. M., & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders. 34(2), 115-127.
62. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.
63. Paul, R. (1995). Language disorders from infancy through adolescence. St. Louis, MO: Mosby.
64. Reilly, J. S., Klima, E. S., & Bellugi, U. (1990). Once more with feeling: Affect and language in atypical populations. Development and Psychopathology, 2, 367-391.
65. Roth, F. P., & Baden, B. (2001). Investing in emergent literacy intervention: A key role for speech-language pathologists. Seminars in Speech and Language, 22(3), 163-173.
66. Rubin, E. (2004, July). Fostering social communicative competence in students with high-functioning autism and Asperger's syndrome. Presentation at the American Speech-Language-Hearing Association School's Conference, Baltimore, MD.
67. Ruddell, R. B. (2002). Teaching children to read and write: Becoming an effective literacy teacher. Boston: Allyn & Bacon.
68. Ruscher, K. Y., & Hammett, L. A. (1997). Phonological awareness: A bridge to reading and spelling. Unpublished treatment manual.
69. Scarborough, H. S. (2003). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guilford.
70. Sénéchal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39(5), 439-460.
71. Silvaroli, N. (1993). Classroom reading inventory (8th ed.). Madison: Brown & Benchmark.
72. Simpson, R., Boer-Ott, S., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116-133.
73. Smith-Myles, B., Hilgenfeld, T., Barnhill, G., Griswold, D., Hagiwara, T., & Simpson, R. (2002). Analysis of reading skills in individuals with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 17(1), 44-47.
74. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
75. Snow, C. E., Scarborough, H. S., & Burns, M. S. (1999). What speechlanguage pathologists need to know about early reading. Topics in Language Disorders, 29(1), 48-58.
76. Snowling, M., & Frith, U. (1986). Comprehension in "hyperlexic" readers. Journal of Experimental Child Psychology. 42, 392-415.
77. Snowling, M., & Stackhouse, J. (1996). Epilogue: Current themes and future directions. In M. Snowling & J. Stackhouse (Eds.), Dyslexia, speech and language: A practitioner's (pp. 224-242). London: Whurr.
78. Staskowski, M., & Creaghead, N. A. (2001). Reading comprehension: A language intervention target from early childhood through adolescence. Seminars in Speech and Language, 22(3), 185-194.
79. Sulzby, E. (1994). Children's emergent reading of favorite storybooks: A developmental study. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 244 -280). Newark, DE: International Reading Association.
80. Tager-Flusberg, H. (1981). Sentence comprehension in autistic children. Applied Psycholinguistics, 2, 5-25.
81. Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). Norwood, NJ: Ablex.
82. Tjus, T., Heimann, M., & Nelson, K. E. (2001). Interaction patterns between children and their teachers when using a specific multi-media and communication strategy. Autism, 5(2), 175-187.
83. Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.
84. Wahlberg, T., & Magliano, J. P. (2004). The ability of high-functioning individuals with autism to comprehend written discourse. Discourse Processes, 38(1), 119-144.
85. Watson, L. R., & Ozonoff, S. (2000). Pervasive developmental disorders. In T. L. Layton, E. Crais, & L. R. Watson (Eds.), Handbook of early language impairment in children: Nature (pp. 109-161). Albany, NY: Delmar.
86. Wellman, H., Baron-Cohen, S., Caswell, R., Gomez, J., Swettenham, J., Toye, E., & Laguattuta, K. (2002). Thought-bubbles help children with autism acquire an alternative to a theory of mind. Autism, 6(4), 343-363.
87. Whalon, K. (2004). The effects of a reciprocal questioning intervention on the reading comprehension of children with autism. Unpublished doctoral dissertation, Florida State University, Tallahassee, F1.
88. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
89. Whitehurst, G. J., & Lonigan, C. J. (2003). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11 -29). New York: Guilford.
90. Wolfberg, P. (1999). Play and imagination in children with autism. New York: Teachers College Press.
91. Zenenbergen, A. A., Whitehurst, G. J., & Zenenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Applied Developmental Psychology, 24, 1-15.