Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia.
Lang Speech Hear Serv Sch. 2021 Jan 19;52(1):225-238. doi: 10.1044/2020_LSHSS-20-00019. Epub 2021 Jan 18.
Purpose Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice. Conclusions Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the individual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.
自闭症儿童更有可能出现阅读困难。造成这种情况的原因有很多，各不相同，但许多自闭症儿童在接受基于证据的早期阅读指导后，都能够学会阅读。
在这里，我们概述了一些影响自闭症儿童早期阅读发展的因素，以及为他们提供与国家阅读委员会（NRP）建议一致的综合早期阅读指导的基本原理。我们讨论了针对自闭症儿童的 NRP 教学研究，包括我们自己的一些实证研究。我们还讨论了一些 NRP 没有强调但我们认为很重要的研究领域。我们提出了一些超出 NRP 指南的建议，以推进知识和改善实践。
综合早期阅读指导对自闭症儿童有很大的希望，但我们的理解还存在一些差距，需要加以解决。这些差距包括：找到最有效的方法，根据个体需求定制阅读指导，同时优化小组教学；支持技能发展并采取 NRP 未涵盖的其他调整措施；考虑双语和除英语以外的其他语言的阅读教学，等等。虽然我们在这篇综述文章中的重点是使用口语的自闭症儿童的早期阅读教学，但我们也承认，对于那些不使用口语的儿童，阅读教学方面的文献存在很大的空白。我们希望这篇综述文章能对临床医生、教育工作者和研究人员，以及自闭症儿童及其家人、朋友和支持网络有所帮助。
