Reading Development for Individuals with ASD: Current Knowledge and a Roadmap for Next Steps

Abstract

Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential interventions to enhance outcomes. This chapter highlights the current knowledge in the field in regards to the key cognitive and language skills associated with reading development for individuals with ASD. These include emergent-literacy skills, word-reading and decoding, reading fluency, oral language, and social cognition. Additionally, the chapter makes suggestions for future research in this area, in particular the need to conduct research to establish evidence-based practices to better support the syndrome-specific reading needs for this population.

Citation

Solari, E.J., McIntyre, N.S., Dynia, J.M. and Henry, A. (2021), "Reading Development for Individuals with ASD: Current Knowledge and a Roadmap for Next Steps", Cook, B.G., Tankersley, M. and Landrum, T.J. (Ed.) The Next Big Thing in Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 31), Emerald Publishing Limited, Leeds, pp. 149-172. https://doi.org/10.1108/S0735-004X20210000031010