ASD & Reading Comprehension Part 2: Reading Models, Vocabulary, & Main Topic

presented by Sylvia Diehl, Ph.D., CCC-SLP

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Financial: Sylvia Diehl receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Sylvia Diehl has no competing non-financial interests or relationships with regard to the content presented in this course.

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Part 2: Reading Models and Reading Intervention is the second of three courses. It begins by discussing a popular reading model along with the impact of social cognition when considering reading comprehension in this population. The course then progresses to a case example of a young elementary student and the use of evidence based practice in intervention to address the areas of vocabulary, anaphoric referencing, and identification of the main topic.

Meet Your Instructor

Sylvia Diehl, Ph.D., CCC-SLP

Sylvia F. Diehl, Ph.D., CCC-SLP is recently retired from the University of South Florida (USF) Department of Communication Sciences in Tampa, Florida, where she taught courses in autism, pediatric language and augmentative and alternative communication and was the team leader in the language/phonology clinic. She was also a member of the USF, Interdisciplinary Center for…

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Download the learning objectives for ASD & Reading Comprehension Part 2: Reading Models, Vocabulary, & Main Topic.

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1. Children with ASD and Reading Comprehension

This chapter addresses the Simple View of Reading and the literature regarding the reading profiles of students with ASD. It then discusses how social cognition in children with ASD may impact this model.

2. Vocabulary

Literature reflects the fact that a large proportion of children with ASD have deficits in the application of semantic knowledge to support reading comprehension. This chapter covers intervention strategies that address reading vocabulary in children with ASD. The chapter highlights a case example of an elementary school student and the application of these intervention strategies. Strategies reflect recommendations from the autism literature and from the National Reading Panel.

3. Main Topic

This chapter continues the case example of an elementary school student and the application of intervention strategies that address identification of the main topic. Children with ASD often have difficulty comprehending the whole picture. Strategies reflect recommendations from the autism literature and from the National Reading Panel.

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