Project

Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder

Studies of individuals with High Functioning Autism Spectrum Disorder (HFASD) have established that a selective pattern of academic and cognitive abilities and deficits characterize this disorder. These deficits frequently make reading comprehension more difficult for these students. Research has primarily focused on decoding skills and Autism Spectrum Disorder as a whole. Teachers of students with HFASD are not consistently provided with instructional materials to assist teachers of this specific population in meeting the needs of their students. The project undertaken by the author, Reading Comprehension Interventions and Instructional Strategies for Students Living with High Functioning Autism Spectrum Disorder Manual, consisted of designing and developing a reading comprehension manual which describes and utilizes interventions and instructional strategies specific to students with HFASD. The project was designed to provide instructors with effective interventions and instructional strategies in reading n a manual format. The question of whether this approach, impacts the reading comprehension skills of students living with HFASD in a positive manner was answered in the affirmative. The comparison the author made between student IEP baseline scores and posttest performance after the use of the manual demonstrated the positive correlation between the quality of intervention and instructional strategies and student success in reading comprehension. Providing additional instructional supports for students living with HFASD is essential for reading comprehension growth.

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