Developing Social Knowledge to Support Reading Comprehension in Elementary Students With ASD Academic Article

abstract

• Many children with autism spectrum disorder (ASD) experience associated difficulties in reading comprehension. This may be due to the social nature of fictional texts, which require the reader to interpret what characters are thinking and feeling and to make inferences about the cause and effect between events in a story. This paper outlines strategies that teachers can use to assist their learners with ASD in reading comprehension, including activating social background knowledge, encouraging series and familiar genres, identifying and teaching figurative language, and using graphic organizers to support perspective-taking. These strategies are tailored to the social phenotype of children with ASD to best address the underlying difficulties that may be impeding their reading comprehension.

authors

• Henry, Alyssa

published proceedings

• TEACHING EXCEPTIONAL CHILDREN

altmetric score

• 8.45

author list (cited authors)

• Henry, A. R., & Solari, E. J.

citation count

• 4

complete list of authors

• Henry, Alyssa R||Solari, Emily J

publication date

• March 2022

publisher

• SAGE Publications  Publisher

published in

• TEACHING Exceptional Children  Journal

keywords

• 39 Education
• 3903 Education Systems
• 3904 Specialist Studies In Education
• Autism
• Behavioral And Social Science
• Brain Disorders
• Intellectual And Developmental Disabilities (idd)
• Mental Health
• Pediatric

Digital Object Identifier (DOI)

• 10.1177/00400599211022021

start page

• 306

end page

• 314

volume

• 54

issue

• 4

URL

• http://dx.doi.org/10.1177/00400599211022021