Matching literacy profiles with instruction for students on the spectrum: Making reading instruction meaningful
by Carnahan, C. R., Williamson, P., & Haydon, T.
Williamson, P., Haydon, T. & Carnahan, C. (2009). Matching literacy profiles with instruction for students on the spectrum: Making reading instruction meaningful. Beyond Behavior, 19(1), 10-16.
Literacy is frequently associated with reading and writing, yet the authors point out that literacy is much more including communicating with others, listening, and viewing, following, and reading directions. Without literacy it would be difficult if not impossible to perform many daily tasks. The social and cognitive differences among students with autism often limit their exposure to literacy instruction. The authors present three different learning profiles of students with autism in relation to literacy. First, a discussion of general instructional techniques that promote engagement and learning is provided. These techniques include visual supports, video modeling, and priming. Following the discussion on techniques, the authors elaborate on the need for an approach to literacy that results in balanced instruction among all the factors that comprise literacy. The authors make many suggestions on how to achieve balanced literacy instruction.