Academic Area: Reading

Reading can often be a challenging skill to teach our students with autism because we commonly see splinter skills in this area. Today's Academic Area addresses various reading skills, challenges we often see, and some great ideas for meeting student needs from around the Miami Valley!

Listening Comprehension

Many of our students struggle with joint attention. They have difficulty paying attention to the reader and struggle to comprehend what is happening in the story. Repeated readings can be essential. Also, build joint attention through using engaging, interactive activities while reading such as using felt board pieces or props.

Amy Beanblossom
Arcanum Elementary, Arcanum

Beth Schmidt
Stevenson Elementary, Mad River

Thematic units can also deepen students understanding of content.  

Amy Beanblossom
Arcanum Elementary, Arcanum

Darlene Hays & Andy Krickenbarger
Anthony Wayne Preschool, Darke County ESC

Jackie Vollmer
Driscoll Elementary, Centerville

Jennifer McGowan
Smith Middle School, Vandalia

Fluency

Some students struggle with fluency because they struggle with phonics and sounding words out. Introducing a whole word approach using sight words can help these students read more fluently. Some classes use the Frys or Dolch sight word lists or words from monthly Unique Learning System lessons. Others may use lists from systematic programs such as Edmark or PCI. 

Alisa Hartlage
Northridge Elementary, Northeastern

Tracey Cooper
Tecumseh Elementary, Tecumseh

Sometimes sight words may be too abstract for students. They may benefit from a more functional approach using sight words that can be paired with objects or pictures. The Edmark Functional Word Series focuses on words needed for safety signs, fast food/restaurant, job/work, and grocery words. 

Functional Sight Word Matching to Photos

Taylor Ruef
Stevenson Elementary, Mad River

Vocabulary

Some students have limited prior knowledge of story or thematic unit vocabulary. Explicit instruction of vocabulary including repeated exposure for generalization, use of pictures, videos, and experiences can be great ways to make vocabulary meaningful. 

Alisa Hartlage
Northridge Elementary, Northeastern

Annette Black
Springfield High School, Springfield

Kim Kohlrus
Beverly Gardens Elementary, Mad River

Karyn Smith
Tri-Village High School, Tri-Village

Brittany Wendling
Valley Elementary, Beavercreek

Reading Comprehension

Frequently, we have students who do well with reading the words fluently but struggle to comprehend what they have read. This is sometimes referred to as "word calling". Many of the strategies above can assist with students developing a better understanding of what they are reading about. Additionally, using predictable comprehension supports for each story can help students start to make connections and understand the purpose of the words they read. 

 

Lindsay Fox-Bush
Kemp Elementary, Dayton

Wh-Question Flipbook

Story Map

Accessible Books

When a student's reading level is significantly below grade-level it can sometimes be difficult to find texts that are age-appropriate or engaging to match their reading ability. Texts may be adapted to add picture supports. The Sherlock Center at Rhode Island College has hundreds of pre-made adapted texts of common picture books and novels that are ready-to-use for students. 

Jamie Minnish
Prass Elementary, Kettering

Look for High Interest/Low Readability (aka High/Low or Hi/Lo) texts to find published books that are easier for students reading below grade-level. The We Both Read series pictured below alternates between higher-level text and lower-level text so teachers and students can take turns reading alternate pages. 

High Noon Books also has a variety of books at lower reading levels to help struggling readers included the Tom & Ricky Mystery Series featured below: