Promoting Literacy in Students With ASD: The Basics for the SLP

Author:

Lanter Elizabeth1,Watson Linda R.1

Affiliation:

1. The University of North Carolina at Chapel Hill

Abstract

Purpose This article provides a tutorial for speech-language pathologists (SLPs) concerning approaches for improving the reading skills of students with autism spectrum disorder (ASD). SLPs are encouraged to modify their role to include a literacy focus, not only because of inclusion and standardized reading tests, but also because SLPs offer skills to enrich the literacy skills of students with ASD. Method This article is organized to provide guidance on approaches associated with reading achievements in 3 stages of development: (a) emergent, (b) conventional, and (c) skilled reading. For each, we provide a brief overview of major achievements observed in students with typical development as well as a synopsis of what is currently known concerning the achievements of students with ASD. We then provide suggestions concerning specific approaches that can be used to further the reading and oral language skills of students with ASD within the particular stage. Implications This article suggests literacy interventions that target critical oral language and literacy skills that have been well documented as areas of need among many students with ASD. SLPs can draw on this information when designing and implementing transdiciplinary literacy interventions for this growing population of students whose literacy needs are currently underserved.

Publisher

American Speech Language Hearing Association

Subject

Speech and Hearing,Linguistics and Language,Language and Linguistics

Reference89 articles.

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. Hyperlexia: Reading without meaning in young children;Aram D.;Topics in Language Disorders,1997

3. Does the autistic child have a “theory of mind” ?

4. Repeated storybook reading as a language intervention for children with autism: A case study on the application of scaffolding;Bellon M.;Focus on Autism and Other Developmental Disabilities,2000

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