Reading comprehension in high-functioning autism
Reading comprehension in high-functioning autism
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Issue Date
2006
Authors
Dennis, Connie L.
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Abstract
This proposal was designed to work with children with high-functioning autism and Asperger’s Syndrome to discover with qualitative research strategies to develop social skills often lacking and help increase their reading comprehension skills. The number of students was limited because the school district is a small one. Currently, there are only four students who had been identified as having high-functioning autism. The researcher worked closely with parents, teachers and resource specialists at the various school sites as well as worked with students at the researcher’s school. Research, to date, is limited because this is a relatively new field. From the current research, the sooner a child 1s identified as having high-functioning autism, the better the chance the child will be able to function in society. This proposal was hoping to find a connection between the lack of social skills and poor reading comprehension. Findings were based on statistics for SRI, ROLA, Bader Reading Inventory and other materials used by the assessing teacher. The older the student was, the more progress the student appeared to make. Social stories may have played a large part in this progress, but the limited number of students made it difficult to ascertain specifically the benefits of this strategy.
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Keywords
Special education