Don Johnston Incorporated released a study that points to improved literacy in autism-affected students.
The research was conducted by Penelope Hatch, Ph.D., CCC-SLP at the Center for Literacy and Disability Studies, University of North Carolina, Chapel Hill.
“Traditionally, special education teachers kept their approach narrow when teaching students with significant disabilities to read,” said Dr. Hatch. “This approach typically involves using sight words only or learning the alphabet through decontextualized drill and practice. Our study set out to determine: 1) if students with moderate to severe intellectual disabilities could improve their reading skills when given daily access to age/ability-appropriate books; and 2) if students made more improvement when taught by teachers who were trained and familiar with teaching comprehensive literacy instruction.”
Courtesy link edNet News Alerts