autism spectrum disorder
Activities for Reading Comprehension (ARC): An early Reading Comprehension Intervention for Preschool Children on the autism spectrum with Hyperlexia Summary: This article will focus on children on the autism spectrum who present with a strength in early word reading known as hy- perlexia. The definition of hyperlexia as a reading comprehension disorder will be discussed. Two theories underlying reading comprehension intervention for this young population will be addressed. The article will then outline a parent-supported, strength-based intervention that targets early reading comprehension skills for these children. Instructions on accessing this free, web-based application will be provided.
STRENGTHS OF CHILDREN ON THE AUTISM SPECTRUM For preschool children on the autism spectrum, early word reading can be both a special interest and a strength. Preschoolers on the autism spectrum can be passionate about reading and some children on the autism spectrum can accu- rately read words as early as 2 or 3 years of age (Grigorenko et al., 2002; Needleman, 1982; Newman et al., 2007; O’Connor & Hermelin, 1994). Despite this strength in early word reading, there is a lack of associated reading comprehension that would typically accompany such a strong level of reading. That is, although some children on the autism spectrum can read words accurately at a very young age, they don’t understand what they are reading. This ability to read words before the age of 5 years in the presence of poor reading comprehension and poor language comprehension is referred to as hyperlexia (Needleman, 1982). Hyperlexia is commonly associated with autism spectrum disorder with a prevalence of 6-20% in chil- dren on the autism spectrum (Ostrolenk et al., 2017).
Hyperlexia is a definite asset and it’s encouraging and impressive to see that a child on the autism spectrum with hyperlexia has such early and strong word reading skills. It’s a sign that they have developed early academic proficiencies that many other children have yet to acquire. It also means that they have learned one of the most important skills taught in school – word decoding. These observations of hyperlexia are worth celebrating. However, it is essential that we remember that the goal of reading is reading comprehension. Without reading comprehension, a child is missing one of the key elements that will expand and enrich all areas of their learning, especially at school. As such, it is critical that children on the autism spec- trum with hyperlexia move beyond word decoding to develop reading comprehension skills as early as possible. THE GAP: READING COMPREHENSION Although reading comprehension is included in early reading instruction, reading comprehension impairments are not fully addressed usually until grade 3 or beyond. This is likely because the standard pattern is children learn to read during
DR. DIANNE MACDONALD is a PhD graduate of the Human Development program in the Department of Educational and Counselling Psychology at McGill University. Her research focuses on strength-based interventions that target a child’s strength to support areas that are challenging. Currently, Dianne is a Postdoctoral Fellow at the University of Toronto’s Ontario Institute for Studies in Education (OISE). Her intervention research on bilingual children with reading impairment is funded by the Social Sciences and Humanities Research Council (SSHRC) and the Fonds de recherche du Québec – Société et Culture (FRQSC). Dianne is also a practicing Speech-Language Pathologist. Her private practice, Communication Works, focuses on children, adolescents and adults with reading impairment.
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