Reading Training in Children with Autism Spectrum Disorders

Nikonova, N A; Павлова, Ю Б

doi:10.17759/autdd.2020180210

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…In the learning process, children with ASD perceive and learn educational material differently depending on the degree of manifestation of autistic disorder and individual peculiarities of the child. Acquiring speech and communication skills of children with ASD is the basis of their interaction with others (Nikonova & Pavlova, 2020). Reading is one of the key speaking competencies that contribute to the understanding of information, the ability to filter it, and its application in everyday life.…”

Section: Literature Reviewmentioning

confidence: 99%

Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education

Kucherenko,

Raievska,

Verzhihovska

et al. 2024

iejee

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The aim of the research is to identify the peculiarities of building reading skills in junior schoolchildren with ASD. The study involved the use of parent questionnaire survey to confirm the diagnosis of ASD (the Social Communication Questionnaire, SCQ), diagnosis of reading skills (the Standardized Assessment of the Reading Skills (SARS), Test of Operational Units of Reading), analysis of statistics from official sources. The study showed that the reading skills of children with ASD range mostly within the normative limits, but there are some children with low values. It was established that there are significant differences between the components of the reading skills of children with ASD and children with normative development for the parameters of reading comprehension (M = 4.2, SD = 1.4, t≤0.01), reading speed (M = 3.7 , SD = 1.6, t≤0.05), the method of reading (M = 6.4, SD = 1.9, t≤0.05) and the index of operational units of reading (M = 5.5, SD = 1 .8, t≤0.01). It was found that there is a correlation between the degree of manifestation of ASD in junior schoolchildren and their reading skills. The higher the manifestations of violations, the lower the indicators of reading skills. The study found that children with ASD have normatively developed reading skills at the level of their peers, but reading speed and reading comprehension are more difficult for them. Severe concomitant manifestations of ASD negatively affect the development of reading skills, which requires special conditions for the development of reading skills in children with ASD. The obtained results can contribute to the development of a programme of support for children with ASD at the level of school inclusive education with the involvement of relevant specialists in order to more fully include them in the educational space and ensure the development of a high level of the reading skills.

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Section: Literature Reviewmentioning

confidence: 99%

Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education

Kucherenko,

Raievska,

Verzhihovska

et al. 2024

iejee

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Building Academic Reading Skills in Children with ASD Using the Author’s Method “Speaking Skills”

Nikonova

Pavlova

Danilina³

et al. 2022

Autism and Developmental Disorders

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<p style="text-align: justify;">Speech deficits in autism spectrum disorders (ASD) can be observed at child’s early development in the form of a deficit in understanding addressed speech, abnormal prelinguistic development, and deficits in the communicative sphere. These factors further prevent children with ASD from successful building reading skills. With all the variety of reading difficulties in children with ASD, reading comprehension problems are the most common. At the same time, it has been repeatedly shown that the deficit in reading comprehension is based on the deficit of oral speech, and the volume of the vocabulary and the level of mastering the syntactic norms of the language play a big role. The colleagues of the Federal Resource Center for the Organization of Comprehensive Support to Children with ASD (FRC MSUPE) developed the author’s method called «Speaking Skills». It is aimed at developing reading skills in children with ASD. The method is intended for teaching preschoolers and younger schoolchildren in groups. The article describes the method implementation step by step, give the scheme of a typical lesson, as well as the criteria for assessing skills necessary for mastering the reading. We provide examples of original didactic materials that allow the child to “read” the sentence, knowing the minimum number of letters. It increases the child’s interest and motivation for classes. The technique of relying on one letter, which is a lexically significant unit, creates an attitude to reading as a process of extracting meaning, which increases learning effectiveness. It also describes how to adapt the program to the special educational needs of children with ASD: organization of educational environment; adaptation and the way of introducing the materials; coping with leading developmental challenges. The design of the planned pilot study of the effectiveness of the presented methodology is described. Thus, using the method “Speaking Skills” allow not only to more successfully master reading skills, but also to fill in the deficiencies in the communicative and social sphere.</p>

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Reading Training in Children with Autism Spectrum Disorders

Cited by 2 publications

References 9 publications

Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education

Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education

Building Academic Reading Skills in Children with ASD Using the Author’s Method “Speaking Skills”

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