Teaching Reading Comprehension to Students on the Autism Spectrum/Autistic Students/Students with Autism/ASD

[Image Description: There is a wooden brown bookshelf containing a collection of comics, graphic novels, mangas, and other genres. The comics and graphic novels are arranged in a series including DC, Arrow, Batman, Detective Comics, Batman/Teenage Mutant Ninja Turtles, The Flash, Green Lantern, Amazing Spiderman, The Sandman, Preacher, Monstress, Paper Girls, Legend of Sumeria. Fever 1793 is also pictured lying flat.]




CONTENT WARNING: I would like to mention that I am not a reading specialist. All content posted on my disability advocate/teacher influencer page is for educational purposes only and not intended to provide any professional services. If you suspect that you or your child has any academic concerns, it is okay to get help, and I highly recommend seeking help from a psychologist and/or other professional who is qualified to do so.



    Reading comprehension is an essential life skill for people of all abilities to have and be able to use. Reading comprehension is an individual's ability to understand reading of a written text. Typically, students start "reading to learn" instead of "learning to read" once they reach third grade and up. At this point, there are students who begin to struggle with reading comprehension just like there are students who struggle with learning how to read. For some students, this developmental concern will just be temporary whereas some other students will struggle with reading comprehension for their whole lives, especially if they struggle with executive function skills as part of cognitive disabilities; however, students of all abilities who struggle with reading comprehension are capable of improvement when provided with the right support.

    To elaborate, typically, "autistic students achieve higher levels of comprehension of expository texts than narrative passages" while they are still capable of reading all types of written texts (Hill 2024). Expository texts also known as informational texts are a type of nonfiction text that explain something with facts and verifiable evidence with the purpose to inform readers. Narrative texts are a type of written text that tells a story or recounts a series of events with the purpose to entertain readers. Students in this population are literal, causing them to sometimes struggle with understanding figurative language when they are reading, causing them to have difficulty with identifying "significant literary elements" of readings (e.g. foreshadowing, symbolism, etc.) (Hill 2024). This may also cause them to focus on small details alongside difficulty with identifying the themes of readings. Lack of developmentally appropriate vocabulary in written texts is also another issue sometimes.


Interventions:
    It is important for teachers and families of students on the autism spectrum/autistic students/students with autism/Autism Spectrum Disorder (ASD) to believe that with optimism, encouragement, exposure, structure, consistency/repetition of direct instruction and active learning, success will come. "In the same way that social skills are taught by direct instruction, the best way to overcome these deficits in comprehending figurative language and literary elements is through direct instruction" (Hill 2024). Active learning involves thinking about, discussing, and analyzing information within written texts along with challenging readers. There are many effective interventions that can be utilized to help this population of learners improve their reading comprehension skills:


1. Exposure to different written texts to read on students' individual reading levels
    Instead of avoiding having students on the autism spectrum/autistic students/students with autism/ASD participate in the situations that they struggle in, exposure to areas of improvement in real world situations can result in improvement. Their interests and things that they can relate to should be incorporated into reading comprehension lessons. Students on the autism spectrum/autistic students/students with autism/ASD should be encouraged to choose different hard copy books about their interests and things that they can relate to to read. For example, if they like to read about dinosaurs, American history, and sports, they can be encouraged to read informational literature about these topics. If they love Harry Potter movies, they will probably enjoy reading the Harry Potter book series. If they love superheroes, they will probably enjoy reading comic books, graphic novels, and mangas (which ALL ARE "real books" BTW and FYI). They may also enjoy reading books about their culture, differences, and/or origin. Teachers should go about selecting different types of written texts for their students according to their reading levels. In addition, picking books about their interests for the most part helps in order to make working on their reading comprehension and ability to read easier.


Related Links:

2. English Language Arts (ELA) centers
    Setting up developmentally appropriate ELA centers for students to participate in can be an extremely beneficial part of the daily classroom routine in general education Early Childhood Education K-4 classrooms and Special Education K-8 classrooms. Typically, ELA centers in Special Education K-8 classrooms consist of independent reading and writing activities, small groups divided into being led by the lead teacher and paraeducators, and sometimes one-on-one instruction. The ELA centers in the 4th-6th grade Life Skills Support classroom that I am currently a paraeducator in include the following:
  • Answering one daily journal prompt in 3-5 written sentences per day
  • Identifying and pronouncing words and answering reading comprehension questions on iReady's reading program
  • Read Live - Identifying and pronouncing words on Wordtastic and reading passages of their choice and answering reading comprehension questions about the passage reviewed by a paraeducator or the lead teacher
  • Read to Self (independent reading)
  • Daily reading fluency packets
  • Reading stories on Epic

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3. Small group and one-on-one instructions
    Small group and one-on-one instructions can help students on the autism spectrum/autistic students/students with autism/ASD improve their reading comprehension skills for a variety of reasons. Students on the autism spectrum/autistic students/students with autism/ASD tend to focus better when provided with small group and one-on-one instructions. This is especially true if they have Attention Deficit-Hyperactivity Disorder (ADHD) as a co-occurring disability or struggle with paying attention as part of their autism/ASD alone. Small group and one-on-one instructions also give the teachers leading the lesson more time to assist struggling students with less students per small group/one-on-one session. In addition, typically, students are divided into the small groups according to their reading levels. This is because not only does this make it more organized for the teacher to work on their students’ reading skills, but also easier for the students to improve.


4. Guided reading
    Guided reading is when a teacher works with a small group of students who all have similar reading behaviors and have similar reading levels to work on their reading skills. The objective of guided reading to help students of all abilities improve and develop their reading skills. The benefits of guided reading are that all of the students are put in small groups according to their level and any issues they have are worked on in these groups. My impression of the process for students and teachers is that dividing the students into groups according to their reading levels makes it more organized for the teacher to work on their students’ reading skills.


5. Having a "hook" in the pre-reading part of reading comprehension lessons
    It is essential for all teachers to always have a "hook" in the beginning of all lessons, especially when it comes to learners with developmental concerns within the core subjects of their lessons. Having a "hook" can motivate and engage learners (More about how to motivate learners on the autism spectrum/autistic students/students with autism/ASD who struggle with reading comprehension in #14).


6. Write the objective of the lesson on the board for whole group and small group lessons and on a note card for one-on-one lessons.
    Having the objective of the lesson written on the board that the teacher will read for whole group and small group lessons and on a note card for one-on-one lessons can be a helpful visual to this population of learners. This is because students on the autism spectrum/autistic students/students with autism/ASD tend to have the learning preference of being visual learners.


7. Learning unknown vocabulary words before and during reading along with reviews
    Learning unknown vocabulary words before and during reading along with reviews can be helpful for the purpose of repetition. Besides their difficulty with reading comprehension, students on the autism spectrum/autistic students/students with autism/ASD tend to struggle with working memory (WM). Reviews of the definitions of vocabulary words along with visually and verbally explained examples can help jog the memory of this population of learners. The visuals can also help this population visual learners who interpret things literally. As a teacher with experience teaching this population of learners who struggle with reading comprehension, I highly recommend using the website called Quizlet for teaching and reviewing vocabulary words and providing access to these words on Quizlet vocabulary cards for students to independently study. Using paper flashcards can also be an effective option.


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8. Making predictions about texts based on picture walks and word walks
    Picture walks are when students make predictions based on what they notice in the illustrations in a text whereas word walks are when students make predictions based on what they notice in the text just by skimming through the words. Teachers can let students participate in picture walks and word walks followed by discussions that encourage students to share their predictions based on the title and what they noticed in the illustrations and skimming through the words in the text. Teachers can write their answers as visuals. Contrary to popular belief, there are pictures in some developmentally appropriate nonfiction teen/young adult (YA) books. Word walks can occur by skimming through the table of contents and chunked by chapter right before reading each chapter in longer teen/YA books. Picture walks and word walks can increase students' engagement, concentration, and motivation as well as support visual learners.


9. Discussions about reading topics of informational texts using a KWL (Know, Want to Know, Learned) chart
    Discussing the topics of the informational texts before reading can activate students' prior knowledge and increase their engagement. Teachers can write what the students already know about the topic in the K - Know section and what they want to know in W - Want to Know section of the KWL chart, which is graphic organizer used to do exactly this - activate background knowledge. After the students are finished reading the texts, the students can share what they learned from reading the informational text in the L - Learned section of the KWL chart. Looking at their answers on a KWL chart can also be an effective visual tool to look back at for self-reflection instead of being expected to memorize their answers.


10. Reading log exit ticket
    Reading logs can be a beneficial way for students of all abilities to independently show their understanding about what they read. According to my philosophy as a Special Educator, students on the autism spectrum/autistic students/students with autism/ASD should be required to include the following in their reading logs:
  • Title and author(s)
  • At least 2 sentences telling what the reading was about or at least 5 sentences about how the chapter relates to the reader's life
  • Genre or type of text
  • 3-2-1 graphic organizer
    Students should be required to express 3 things that they learned, 2 interesting things, and 1 question that they still have on the 3-2-1 graphic organizer. The one question can be about further interest and/or things that students may still be unsure about. This can lead to more explicit instruction, engagement, learning, research, etc.

    Reading logs for students on the autism spectrum/autistic students/students with autism/ASD should look something like the below charts by following the above information:


Date: 

Title:

Author(s):

Genre?:






Write about how the chapter that you read relates to your life. (At least 5 sentences)



3-2-1 graphic organizer:

3 things that you discovered


2 interesting things


1 question that you still have




11. Concrete questions about what they read answered through multiple means of expression
    Students on the autism spectrum/autistic students/students with autism/ASD should be given the opportunity to answer concrete open-ended -wh questions and multiple choice questions through multiple means of expression. They should get to answer questions about what they read verbally (if they have verbal communication skills) and in writing. If they are nonverbal, they can answer questions about what they read by using an Augmentative and Alternative Communication (AAC) device, such as the Picture Exchange Communication System (PECS) on an iPad and/or through Sign Language. Providing a balance of both verbal/alternative communication and written expression opportunities for answering questions about what they read can help to enhance reading comprehension skills and apply vocabulary skills to build and maintain comprehension.

    To answer questions about what they read through written expression, they can be provided with the choice of typing or handwriting their written responses. In the event that technology is used for written expression for any core subject assignments, students should be provided with a balance of opportunities to show written expression through typing and handwriting instead of only one option. This is especially valid since it is common for students on the autism spectrum/autistic students/students with autism/ASD to be provided with the adaptation of using computers as an Assistive Technology (AT) device to type assignments due to difficulties with fine motor skills and time management skills. Their difficulty with fine motor skills as part of their disability may cause them to easily experience pain in their hands after writing for long or short periods of time and/or difficulty with legible letter formation to write words. Providing a balance of opportunities between being required to handwrite along with chances to use their adaptation of typing can help to improve their fine motor skills because exposure can help with improvement.

    Being able to know how to handwrite (and type in today's world) if their hands are capable of doing so is also a very important life skill. Being able to write in general is also an essential life skill overall and since students who struggle with reading tend to also struggle with writing, it is important that they work on both of their reading and writing skills. From my philosophy, I believe that students should be instructed to write in at least 5 sentences about how what they read relates to their life per each chapter in chapter books. This writing prompt incorporates students' interests.


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12. Practicing citations after reading informational texts and articles
    Learning and practicing making citations after reading informational texts is an essential academic skill for students of all abilities in grades 6-12 who plan to attend college since this skill will be needed when writing any essays in college. Citations can be drafted in the L - Learned section of KWL charts and students can highlight main ideas in articles and provided with the choice of printed copies or electronic copies of the articles. It is important to keep in mind that highlighting the main ideas in printed copies of articles may be more fine motor friendly for this population of learners than highlighting the main ideas in electronic copies. Students should be instructed to cite and explain their research in essays starting at a minimum of a five sentence paragraph with an increase in paragraphs for further lessons and according to their grade and developmental level.


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13. Brain breaks
    Students should be offered five minute brain breaks set on a timer after they have been working on their reading comprehension skills for a long time. While it is absolutely true that their academic skills matter as life skills, incorporating self-care by letting students give their brains a break from constantly thinking about academics is also an essential priority in order to be able to think clearly.


14. Motivation tools
    Students on the autism spectrum/autistic students/students with autism/ASD tend to be either overachievers, students with fear of failure, easily discouraged/frustrated, or students who refuse to do anything. Overachievers and students with fear of failure are perfectionists who have a tendency to be "afraid of being wrong or getting a bad grade" because they really care about doing well (Hill 2024). Students who tend to be easily discouraged/frustrated and students who refuse to do anything are "usually looking for a way to avoid doing what may be hard for them" (Hill 2024). All of these reasons are why it is important to find the "hook" to get this population of learners reading.

    Teachers should use words of affirmation and model how to handle making mistakes and frustration for students on the autism spectrum/autistic students/students with autism/ASD. This can help build their capability of working independently because contrary to popular belief, they are capable of working independently when provided with developmentally appropriate guidance and support. It can also boost their self-esteem and motivation to read. Their feelings about reading and their struggles should be validated along with stating the following:
  • "It is okay to make mistakes because mistakes are how everyone learns."
  • "You can do hard things."
  • "Believe in yourself" and "I believe in you."
  • "Just like you have to practice performing on stage/play a sport/(description of how to do another activity that interests them), it's the same with reading. Practice makes progress."

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15. Behavior-specific praise
Behavior-specific praise is another way to provide students with positive feedback about their effort, improvement, and achievements. Behavior-specific praise is when someone describes why they are praising someone instead just simply saying, "Great job!", "I am so proud of you!", or "Yay!". Behavior-specific praise can motivate students on the autism spectrum/autistic students/students with autism/ASD to work on their reading skills and any skills that are areas of improvement for students of all differences. Providing students with disabilities that affect their social-emotional skills with behavior-specific praise can boost their self-esteem and prove to them that they are capable if they struggle with self-doubt. Behavior-specific praise when it comes to acknowledging someone's reading comprehension abilities and improvement can sound like the following:
  • "You seem to know a lot about (name of reading topic)."
  • "You have so many strengths in reading" following explaining what those strengths are
  • "Even though this was hard for you, I appreciate all of the effort that you put into this."
  • "I am proud of you for trying" when effort occurs

16. Teachers expressing enthusiasm for reading
    When teachers express enthusiasm about reading, reading comprehension, the reading topics, and writing, this may help with engagement. When teachers express enthusiasm about core subjects to encourage building students' interests without pressuring students to love the subject, this can foster a love of learning and a love for the subject area or reading topics. It is important to acknowledge that passionate learners are not just learners about enjoy learning about certain subject areas; passionate learners are also learners who work hard and put effort into academic success.


17. Encouragement to use fidgets as "focus tools"
    Students on the autism spectrum/autistic students/students with autism/ASD should be offered at least two fidget options to choose from to use as "focus tools" while completing any classwork and homework assignments that require reading comprehension and paying attention. Utilizing fidgets as "focus tools" can accommodate hands-on learning, which is another learning preference that is common among this population of learners. Utilizing fidgets while reading can also increase concentration, motivation and engagement.


Related Links:




To learn more about Autism/Autism Spectrum Disorder (ASD), you may also enjoy reading the following:


In addition, here are some book recommendations below:
  • Exceptional Learners: An Introduction to Special Education: Thirteenth Edition written by Daniel P. Hallahan, James M. Kauffman, and Paige C. Pullen
  • Nonverbal Learning Disabilities at School: Educating Students with NLD, Asperger Syndrome, and Related Conditions written by Pamela B. Tanguay and foreword by Sue Thompson
  • A Parent's Guide: Helping a Child with Nonverbal Learning Disorder or Asperger's Disorder: Second Edition written by Kathryn Stewart, Ph.D.
  • The Parent's Guide to College for Students on the Autism Spectrum written by Jane Thierfold Brown, Ed.D., Lorraine E. Wolf, Ph.D., Lisa King, MEd, and G. Ruth Kukiela Bork, MEd
  • Navigating College: A Handbook on Self Advocacy written for Autistic Students, by Autistic adults and brought you by Autistic Self Advocacy Network (ASAN) and foreword by ASAN President Ari Ne'eman
  • Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers: Fourth Edition written by Gail E. Tompkins
  • Striking a Balance: A Comprehensive Approach to Early Literacy: Fifth Edition written by Nancy Lee Cecil, Susan Baker, and Albert S. Lozano
  • Equipped for Reading Success: A Comprehensive, Step-by-Step Program for Developing Phonemic Awareness and Fluent Word Recognition written by David A. Kilpatrick, Ph.D.
  • The Daily Five: Fostering Literacy Independence in the Elementary Grades: Second Edition written by Gail Boushey and Joan Moser
  • Teaching Writing written by Lucy Calkins
  • The Elements of Style: Fourth Edition written by William Strunk Jr. and E. B. White and foreword by Roger Angell
  • Strategies for Teaching Students with Learning and Behavior Problems: Tenth Edition written by Sharon Vaughn and Candace S. Bos
  • Leading and Managing a Differentiated Classroom written by Carol Ann Tomlinson and Marcia B. Imbeau




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                                                                        Citations

1. Hill, J. (2024). Autism and Reading Comprehension - Strategies and Tips for Teachers and Parents. https://readtheory.org/teachers-lounge/autism-and-reading-comprehension/#:~:text=Go%20with%20them

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