Literacy and Children with Autism

1.     What are the building blocks of learning to read and write that maybe particularly important for children with autism or social communication challenges because the areas of literacy where these children need the most help often mirror their areas of difficulty in communication?

• A.    Emergent Literacy Skills

• B. Expanding Literacy Skills

• C. Inclusive Literacy Practices

• D.    Strategies for Improving Literacy Skills (START)

2.     What are the laws mandated that it is helpful for teachers struggling with teaching students to comprehend reading texts by using the ready-to-use evidence-based strategies or steps we have described?

• A.      Individuals With Disabilities Education Improvement Act of 2004; No Child Left Behind Act of 2001

• B.      Handicapped Children’s Early Education Assistance Act (1968); Head Start-Handicapped Mandate (1972)

• C.      Education for All Handicapped Children’s Act;  Free and Appropriate Public Education (FAPE) (1975)

• D. EAHCA; Early Childhood Special Education Services (1983)

3.     What is one of the steps in teaching reading comprehension to students with Autism that is based on the effective evidence-based strategies reported within the literature, none identify ways for students with ASD to make meaning from the text without accessing or building upon background knowledge?

• A.    Step 1: Access and Build Background Knowledge

• B.    Step 2: Create Mental Images

• C.    Step 3: Make Connections

• D.    Step 4: Engage in Consistent Discussions

• E.    Step 5: Summarize Understanding

 

4.     What is one of the steps in teaching reading comprehension to students with Autism that is useful in assisting students with ASD to recall discrete events, it may not elicit a coherent retelling of the story.

• A.    Step 1: Access and Build Background Knowledge

• B.    Step 2: Create Mental Images

• C.    Step 3: Make Connections

• D.    Step 4: Engage in Consistent Discussions

• E.    Step 5: Summarize Understanding

5.     What is one of the steps in teaching reading comprehension to students with Autism that uses graphic organizers because it was demonstrated in recent studies as an effective method for increasing comprehension across academic content areas because they help these students to make a flow of ideas interrelated to each other?

• A.    Step 1: Access and Build Background Knowledge

• B.    Step 2: Create Mental Images

• C.    Step 3: Make Connections

• D.    Step 4: Engage in Consistent Discussions

• E.    Step 5: Summarize Understanding

6.     What is one of the steps in teaching reading comprehension to students with Autism where students with ASD engage with and make meaning from the text through visual supports.

• A.    Step 1: Access and Build Background Knowledge

• B.    Step 2: Create Mental Images

• C.    Step 3: Make Connections

• D.    Step 4: Engage in Consistent Discussions

• E.    Step 5: Summarize Understanding

7.     As stated by Harvey and Goudvis (2013), reading comprehension is the process of acquiring and using knowledge. What is one of the steps in teaching reading comprehension to students with Autism where Teachers design instruction that teaches students to become critical, curious, strategic readers?

• A.    Step 1: Access and Build Background Knowledge

• B.    Step 2: Create Mental Images

• C.    Step 3: Make Connections

• D.    Step 4: Engage in Consistent Discussions

• E.    Step 5: Summarize Understanding

8.     Out of the several cognitive factors that contribute to the comprehension deficits for students with ASD three have been identified to describe the variations in comprehension abilities of students with ASD. EXCEPT What?

• A.    Language Processing

• B.    Communicative Output

• C.    Repetitive Behavior

• D.    Decoding Comprehension

9.     These cognitive theories may help us understand why students with ASD struggle with reading comprehension as they pass age 8, and they can guide the type of interventions we deliver. EXCEPT What?

• A.    Theory of Mind

• B.    Executive Coherence

• C.    Central Coherence

• D.    Executive Functioning

 

10.      For instance, before reading an informational text about birds in a first-grade classroom, we would prime the students with ASD by first placing two pictures from the text on separate index cards. Next, we would present each picture card to the student and say, “Look at this picture. This is a nest. Look at this picture. This is an egg”. What strategy is stated above?

• A.  Pre-teaching Word with Picture

• B. Prior Visual Supports

• C.        Priming with Visual Supports

• D.  Using Graphic Organizers to make background connection