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DADD Online Journal


The incidences of autism spectrum disorder (ASD) continue to rise steadily increasing the need for research-based strategies to support this population in the core academic content area of reading comprehension. A research synthesis was conducted with the purpose of (1) reviewing existing research to determine effective practices for teaching reading comprehension to students with ASD, (2) identifying the features of effective practices that appear to influence comprehension outcomes, and (3) assessing the quality of the research related to comprehension strategies and students with ASD. A functional relation was identified between the increased reading comprehension of students with ASD and each of the instructional practices of anaphoric cueing, compare & contrast charts, cooperative learning, explicit/direct instruction, graphic organizers, question generation, read-alouds, reciprocal questioning, story structure and character event maps, and systematic prompts. Research in this area is limited and suggestions for both educators and researchers are provided.


Copyright 2015 by the Division on Autism and Developmental Disabilities, The Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington, VA 22202-3557.