Whalon Kelly J, Al Otaiba Stephanie, Delano Monica E
The College of William and Mary.
Florida State University.
Focus Autism Other Dev Disabl. 2009 Mar 1;24(1):3-16. doi: 10.1177/1088357608328515.
Legislation mandates that children, including children with autism spectrum disorders (ASD) be taught to read in ways that are consistent with reading research, and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary and comprehension strategies. The purpose of this review is to synthesize the literature on reading instruction for children with ASD that encompasses one or more of the five components of reading. The review yielded 11 studies with 61 participants ages 4 to 17. Results indicate that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided.
法律规定，包括自闭症谱系障碍（ASD）儿童在内的所有儿童，都应以符合阅读研究的方式进行阅读教学，且教学应针对循证阅读教学的五个组成部分：音素意识、自然拼读法、阅读流畅性、词汇和理解策略。本综述的目的是综合有关ASD儿童阅读教学的文献，这些文献涵盖了阅读的五个组成部分中的一个或多个。该综述产生了11项研究，涉及61名年龄在4至17岁的参与者。结果表明，ASD儿童可以从符合阅读研究的阅读教学中受益。该领域的研究仍处于初步阶段，需要更多研究来指导实践。本文还提供了未来研究的可能方向。
