Learning to read and becoming an engaged reader is an essential life skill that can lead to higher success in life. Reading instruction can be especially challenging for students with autism spectrum disorder (ASD). How do I teach reading if my student is not interested? How can I support reading comprehension development? What if my student is minimally verbal? These are some of the questions that will be explored in this 2-day introductory workshop. By the end of the workshop, you will have strategies to plan and implement a comprehensive reading program to students with ASD.
This workshop is appropriate for K-12 classroom teachers, resource teachers, learning support teachers, case-managers, and other professionals who are not yet familiar with strategies to support reading development in students with autism spectrum disorder (ASD).
Define reading and discuss reasons we read and learn to read.
Explain how the two core areas of deficit of ASD: social communication and restricted repetitive behaviours and interests can affect a student with ASD’s ability to learn to read.
Apply the general teaching process of assessment, goal selection, teaching, and evaluation to reading instruction.
Understand how motivation influences reading ability.
Compare and contrast the mechanics of reading with the value of reading.
Discuss strategies to teach the value of reading.
Describe strategies to increase motivation to learn to read.
Identify the key components of a successful evidenced-based reading program.
Examine skills needed before learning to read.
Describe the main areas of reading instruction as outlined by the National Reading Panel (NRP) report: phonics, phonemic awareness, fluency, vocabulary, comprehension.
Generate adaptations for each area of reading for students with ASD.
Compare and contrast strategies for each area of reading for different populations including, typical learners and students with ASD who are minimally verbal.
Design a plan for teaching reading.