Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities.
Both reading and language skills are necessary for children to see success in academic and everyday life settings. This manuscript describes in detail four key instructional techniques used to target reading and language development in struggling and early readers, including children with both autis...
| Publicado en: | Reading Teacher Vol. 77; no. 1; pp. 47 - 59 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Jul/Aug2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=167301226&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 167301226 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jul/Aug2023 vid: 77 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 167301226 10.1002/trtr.2207 ppf: 47 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 2.3MB tig: atl: Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities. aug: au: Conner, Carlin Allor, Jill H. Henry, Alyssa R. Al Otaiba, Stephanie Ortiz, Miriam B. su: Reading comprehension Reading Language ability Autistic children Cognitive ability sug: subj: Reading comprehension Reading Language ability Autistic children Cognitive ability keyword: 2‐childhood ab: Both reading and language skills are necessary for children to see success in academic and everyday life settings. This manuscript describes in detail four key instructional techniques used to target reading and language development in struggling and early readers, including children with both autism and cognitive disabilities. The techniques include (1) routines and behavioral support, (2) relatable content and interests, (3) shared reading activities to promote language and listening comprehension, and (4) academic and social vocabulary development. Drawing from examples from Friends on the Block, an intervention designed to meet the needs of children with disabilities, this paper describes key instructional techniques and methods teachers can incorporate into daily reading and language instruction for children with autism and cognitive disabilities. We also provide recommendations for implementing these techniques into instruction without the Friends on the Block intervention. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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