Describe research based strategies for facilitating comprehension skills of students with ASD.
What will be an ideal response?
Carnahan et al. (2009) suggested several strategies for facilitating comprehension skills. They believe that literacy instruction should include work in all components of reading, such as word work, reading, and writing. They also recommend using topics or themes of interest to promote engagement. Overall, they suggest that teachers provide daily, ample opportunities for reading; use highly motivating topics; provide clear directions using visuals; provide opportunities for word work (decoding, vocabulary, etc.); apply specific strategies; and link reading and writing activities (Carnahan et al., 2014). Teachers responsible for reading instruction should have confidence in their abilities to teach children with ASD and make gains in student reading achievement. Reading instruction should be of sufficient intensity to support progress. The beneficial strategies include:
• use of graphic organizers
• cooperative learning groups
• guided reading
• question-generation techniques
• picture walks, visual maps
• think-alouds, reciprocal teaching
• cartoon bubbles
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a. True b. False
Teacher study groups
a. are aligned with universities to identify good professional practices b. are a means for teachers to discuss issues with new students c. are a means of building professional, collegial communities within schools d. all of the above
In which of the following instances is the use of a calculator MOST appropriate in the secondary or middle school classroom?
a. Graphing ordered pairs. b. Multiplying 7 x 32. c. Finding the circumference of a circle, in terms of ?, given a radius. d. Simplifying 32/40. e. Determining the next 10 terms in a geometric progression of numbers.
Which of the following statements is most accurate?
A. A test built to provide norm-referenced inferences about students is likely to yield accurate criterion-referenced inferences about those students. B. A test built to provide criterion-referenced inferences about students can sometimes be used to make norm-referenced inferences about those students. C. Norm-referenced inferences and criterion-referenced inferences about students are essentially interchangeable. D. Criterion-referenced tests and norm-referenced tests, that is, the assessment instruments themselves, are not fundamentally different.