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Reading Comprehension and ASD Part 2 Pat Rakovic

Reading Comprehension and ASD Part 2

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Reading Comprehension and ASD Part 2. Pat Rakovic. Use of Video to S upport Comprehension. http://www.youtube.com/watch?v=InSn2BLDwfQ. Comprehension Strategies. Research shows that the following strategies improve reading comprehension for students with ASD ( research is not extensive!) - PowerPoint PPT Presentation

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Page 1: Reading Comprehension and ASD Part 2

Reading Comprehension and ASDPart 2

Pat Rakovic

Page 2: Reading Comprehension and ASD Part 2

Use of Video to Support Comprehension

• http://www.youtube.com/watch?v=InSn2BLDwfQ

Page 3: Reading Comprehension and ASD Part 2

Comprehension Strategies

Research shows that the following strategies improve reading comprehension for students with ASD ( research is not extensive!)• Preteach basic factual concepts• “ Primer paragraphs” to present facts• Multiple thematic exposure• Notice and relate content to title• Visualizing through drawing and writing• Explicit instruction of idioms• Anaphoric cuing ( resolution of ambiguity of

pronouns)

Page 4: Reading Comprehension and ASD Part 2

Preparing to Read

• Wahlberg found that some people with ASD make bizarre or incorrect connections

• The traditional KWL does not work as the K is too broad for the student on the ASD spectrum

• Relating the title to the text– Provide a clear title for a passage that does not have a title– Prepare a primer passage that contains all of the main ideas

of the passage to be read– After reading, discuss with the reader how the primer

passage, the title , and the passage itself all relate to one another.

Page 5: Reading Comprehension and ASD Part 2

Pre-teach Basic Practical Concepts

• The information provided in advance can shift foundational ideas from the unknown to the known, improving familiarity. Familiar material is easier to read and understand.

• For narratives, provide relevant facts that are central to the plot, setting, characters, conflict, emotional content, or historical context of a story.

• For expository text provide and discuss key ideas that you want the reader to learn from the material before reading.

Page 6: Reading Comprehension and ASD Part 2

Use of Primer Passages• A primer passage is a basic, facts only passage that

creates concrete understanding of the main elements of a story. The primer passage is a summary of the story to be read before reading the story.

• It ‘primes’ the reader to understand the material by including explanations that clarify central concepts and the meaning of key vocabulary words.

• The key is to keep the primer material succinct and relevant.

Page 7: Reading Comprehension and ASD Part 2

Sample of a lesson with primer passage

• The teacher prepares a short passage on transparency, whiteboard or smartboard

• The teacher and students read it together.• The students identify key words and the teacher

underlines them and as a group work together to clarify the meaning of the words.

• Finally the group writes a one or two sentence summary of the passage that includes the key word.

Page 8: Reading Comprehension and ASD Part 2

Multiple Thematic Exposure

• Use related narratives to crease a solid fact base that helps students make text to text connections to improve understanding.

• Choose at least one selection to serve as a primer passage, basic and easy for the reader to understand, at the student's independent reading level.

• Ask student to draw pictures or write about each story after it is read.

Page 9: Reading Comprehension and ASD Part 2

Explicit Instruction of Idioms• Select common idioms • Relevant idioms ( those that are found in the

curriculum and selected readings• Make a distinction between idioms that our

outdated and those that are currently used. ( bee’s knees/cool)

• Use materials that compare both the literal and the figurative meanings of an idiom. Materials with a picture are a plus

• When reading text model the opportunity to guess the meaning of an idiom by looking for context clues before looking for the real answer. Teach this strategy to the students.

Page 10: Reading Comprehension and ASD Part 2

Visualization through Writing and Drawing

• Have students create their own visuals in response to a story assists them in story recall.

• It can be used as an anchor to help the student orally retell or write about the passage.

• Be careful about the drawings: Not all people on the spectrum have good fine motor skills and drawing skills. For those that don’t they might find the use of clip art to be helpful

Page 11: Reading Comprehension and ASD Part 2

Anaphoric Cuing

• Students on the spectrum are unlikely to pause and clarify a word or phrase they do not understand while reading. They read on without realizing that they do not understand

• Difficulties with pronouns causes confusion.• The reading skill called anaphoric cuing depends on the

reader stopping to clarify the meaning of pronouns and understand to whom or what the pronoun refers to .

• The anaphoric cuing strategy uses a visual cue to prompt students to make the match.

Page 12: Reading Comprehension and ASD Part 2

Anaphoric Cuing

Anaphoric Cuing helps the student:• Become more aware of self monitoring for

understanding• Teach student to question the text• Improve students ability to ask and answer “

who” questions.• It may help with the understanding and use of

pronouns in spoken language.

Page 13: Reading Comprehension and ASD Part 2

Comprehension IDEA: Roots, Suffixes and Affixes=

apply a formula to words

Teach how to break words into parts and memorize roots, affixes and suffixes

Of all the strategies we used, Tom reported that this was the breakthrough for him.

As always, it is wise to start by breaking down the parts of words from the person’s area of intense interest, whether it is Star Wars or weather or trains

Page 14: Reading Comprehension and ASD Part 2

Text organizationTeach to preview text before diving into the

book. Find the visual clues- boldfaced words,

definitions. chapter headings, pictures, the type of text

Show the organization of text within chapters (show the author’s order)

Page 15: Reading Comprehension and ASD Part 2

Cloze procedure

Does a cloze procedure really reveal how well a person reads and understands authentic text?

– Full pages?– Chapters?– Whole books?

Page 16: Reading Comprehension and ASD Part 2

The National Reading Panel Recommendations

• Directly teach the skills used by good readers to those that are not good readers

• Carefully select techniques based on the age and abilities of the general education students being taught: It might be better for us to look at the pattern of the child’s ability.

• Story Mapping and graphic organizers may be promising.

Page 17: Reading Comprehension and ASD Part 2

Promising Practices:How is Vocabulary Best Taught

to students with ASD?

Direct, explicit instruction of unfamiliar or key words BEFORE reading (during or after are second choices).

Choose KEY words important to understanding that will be encountered often.

Focus on words with multiple meanings.

Homographs: Words that look alike but don’t sound alike. She had a tear in her eye when she got a tear in her dress.

Page 18: Reading Comprehension and ASD Part 2

Comprehension IDEA The Synonym Strategy

• Grows vocabulary, self-monitoring, pre-reading skills, multiple meanings, parts of speech

• A tool to instantly clarify word meanings- without a “dictionary”

• User-friendly and fast • Takes the dic-straction out of the equation

Page 19: Reading Comprehension and ASD Part 2

Visual Strategies

• Highlighting – Removable highlight tape– Buy used books already highlighted

Page 20: Reading Comprehension and ASD Part 2

While reading:Teach Self-monitoring of Understanding

• Highlight • Draw• Fill in graphic organizers• Look for answers to questions

Page 21: Reading Comprehension and ASD Part 2

Comprehension IDEA: Media Strategies

• Show movies before reading books• Read plays before reading books

www.imsdb.com www.simplyscripts.com

• Summarize and sequence the events• Analyze the plot, characters, themes & vocabulary

before looking at the same elements in text. • Turn on the closed captions on the TV “mapping of

speech onto print”

Page 22: Reading Comprehension and ASD Part 2

Some Commercial Products

• SRA corrective reading• Lindamood Bell’s Visualizing and Verbalizing– There is research on this methodology that is specific to

students on the spectrum• Computer Assisted Instruction– Greater interest and motivation– More time spent reading– Visuals with vocabulary word

• Read: Outloud– http://www.donjohnston.com/products/read_outloud/