Supporting the Literacy Needs of a Child with Autism at Home: A Parent's Perspective

Children with Autism Spectrum Disorders have deficits in communication and language skills that cause many to struggle with reading comprehension skills. Research-based interventions and strategies effective for improving comprehension skills are needed not only for educators but also for parents to use in a variety of home-based situations. This study utilized an autobiographical qualitative investigative case study design and posed the following research questions: 1) What research-based teaching strategies are effective for students with Autism Spectrum Disorders? and, 2) What at-home interventions increased reading achievement? The autobiographical qualitative case study was conducted to provide a detailed description of the identification process used to diagnose and to identify a 9-year old fourth-grade male student as having Autism Spectrum Disorder. The researcher, the mother of the case subject and a reading specialist, collaborated with teachers and community providers for one academic school year, collecting formal and informal evaluation artifacts and school records such as student work samples. This study also reviewed the history of autism identification, a brief history of special education legislation, and intervention practices for students with autism. The study revealed that the combination of self-selected reading materials by the 9-year old subject, fluency exercises, and directed reading and thinking activities at home, in addition to interventions provided at school, helped to increase the student’s overall reading achievement. Children with Autism Spectrum Disorders vary markedly in ability. Consequently, interventions aimed at supporting unique strengths and weaknesses will vary. School, family and community supports are essential for providing an appropriate education for students with disabilities. Through understanding the characteristics of a child with autism, parents and educators can make informed decisions about school structures that make a positive and meaningful impact on the functioning of children with Autism Spectrum Disorders.