Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices

Abstract

Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

“…Providing teachers with instructional practices that are associated with even modest improvement for students with ASD may provide needed direction on how to teach these students (Accardo & Finnegan, 2017), as well as confirmation that reading comprehension instruction is a critical step in enhancing these students' learning opportunities and academic outcomes.…”

“…School personnel should consider using data to determine appropriate instructional materials aligned with students in addition to providing professional development of teachers followed by instructional coaching with performance feedback. Providing teachers with instructional practices that are associated with even modest improvement for students with ASD may provide needed direction on how to teach these students (Accardo & Finnegan, 2017), as well as confirmation that reading comprehension instruction is a critical step in enhancing these students’ learning opportunities and academic outcomes.…”

Absorptive Capacity as a Means of Understanding and Addressing the Disconnects Between Research and Practice

“…More practitioners would use traditional forms of research if they are aware of efficient and effective mechanisms for access (Accardo & Finnegan, 2019; Konrad et al, 2019). One such mechanism is the federally funded and operated What Works Clearinghouse (WWC), which extensively examines the literature about various educational products, programs, policies, and practices (Institute of Education Sciences, n.d.).…”

“…What, though, should practitioners do when existing literature reviews on topics of interest are not available? Practitioners need to know how to access appropriate research, how to synthesize relevant literature, and how to be good consumers of research (Accardo & Finnegan, 2019; Farley-Ripple et al, 2018; Konrad et al, 2019). Improved literature search and synthesis skills can facilitate practitioners accessing existing research more expeditiously.…”

“…State and district leaders should train and guide practicing teachers and principals to merge knowledge effectively (Maggin et al, 2010). Another strategy for improving knowledge use as part of the DDDM process is by creating structures, such as data teams and professional learning communities (Accardo & Finnegan, 2019; Anwaruddin, 2015; Dimmock, 2016; Rey & Gaussel, 2016). Working collaboratively enables the building of individual expertise in a collective way, thereby creating a culture that develops professional capital.…”