Literacy Characteristics Matrix and Overlapping characteristics and integrated interventions Guiding Principles Literacy Hierarchy Literacy Intervention Analysis Literacy Strategies Literacy Guiding Principles ID: 677198
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Slide1
ASD and Literacy Slide2
ASD Literacy Initiative
Literacy Characteristics
Matrix and Overlapping characteristics and integrated interventions
Guiding Principles
Literacy Hierarchy
Literacy Intervention AnalysisLiteracy Strategies Slide3
Literacy: Guiding Principles
(Kluth & Chandler-Olcott, 2008)
Maintain high expectations
Provide models of literate behavior
Elicit students’ perspectives
Promote diversity as a positive resourceAdopt “elastic” instructional approachesUse flexible grouping strategies
Differentiate instruction
Slide4
Factors Influencing Comprehension
(Carnahan, Williamson, Christman, 2011)
Research evolving but still not sufficientSlide5Slide6
Balanced Literacy Model Used in Many Classrooms Slide7
Why this model?
Heavily grounded in reading research
Provides clear structures for differentiating teaching
Fits within a larger context of
Balanced Literacy Slide8
Balanced Literacy Slide9
Class-wide integrated strategies; visuals, modeling, graphic organizers, gauge understanding.
Small group; peer or teacher led questions and feedback. Integrated strategies and moderate differentiation.
Independent, direct instruction with teacher or peers, computer-based learning to supplement, and practice for generalization classroom literacy instruction. Integrated strategies and targeted differentiation.
Literacy Intervention Supports for ASD: Elementary AgeSlide10
Reading Comprehension Assessments
Fountas
and
Pinnell
Benchmark Assessment System (BAS)—Systems 1 &2
Identify child’s instructional and independent reading levels according to the F & P Text Gradient, A-ZProvides 1:1 formative and summative assessmentsPrecise tools and texts to observe and quantify specific reading behaviorsProvides information about comprehension skills that extend beyond retelling
Slide11
BAS Comprehension Conversation
System 1 (Levels A-N); System 2 (Levels L-Z)
Within the Text
Literal meaning of text
Recalling information in summary form
Beyond the TextMaking PredictionsInferring
Synthesizing new information
About the Text
Identification of literary elements of text
Recognizing elements of the writer’s craft
Thinking critically about the text
Slide12
Reading Comprehension Assessments
Qualitative Reading Inventory, 5
th
Edition
Informal assessment instrument
Contains narrative and expository passagesPre-primer through high school levelMeasures comprehension by retelling passages, using implicit and explicit questionsProvides diagnostic options to identify reading levels to match students to appropriate materials, determining a reader strengths & needs and suggestions for intervention instruction
Newest version will be released in 2017
Slide13
Reading Comprehension Strategies
Serve as tools in supporting students in constructing meaning, monitoring comprehension and thinking critically about texts
Research indicates that a
repertoire
of reading comprehension strategies
explicitly taught in authentic contexts results in purposeful, active readers
(Harvey &
Goudvis
, 2007)
Slide14
ASD and Quality Literacy Instruction
(Carnahan, Williamson, Quill 2010)Slide15
Framework for Building Comprehension with ASD
(Carnahan, Williamson, Christman, 2011)
Link literacy to student’s special interests.
Make explicit connections to student’s prior experiences (e.g. texts already read, television shows, movies, games, etc.).
Individualize instruction and adapt text to meet student’s needs (e.g. add visuals at sentence or paragraph levels, alter passage length, present text in a variety of alternative mediums to determine which promotes greatest comprehension.
Use a variety of instructional techniques including grouping and specific strategies including small and large group reading combined with partner reading and individualized (one on one) lessons utilizing explicit instruction and computer assisted instruction; priming before introducing new material.Teach
specific strategies
(e.g. summarizing, identify main idea, question and answer strategies, anaphoric cueing, teaching connections-words referring to other words)Slide16
Level 2: Explicit ASD Reading Comprehension Strategy Instruction Components
(Harvey &
Goudvis, 2007)
Slide17
Level 2: Explicit
Strategy Instruction
Targets cognitive processes necessary for the following:
Identification of key information
Summarization and synthesis of information
Inferencing
(
Perfetti
,
Landi
, and Oakhill, 2005)
Slide18
Level 2: START Literacy Checklist
Targets cognitive processes necessary for the following:
Core characteristics
Level 2 Support StrategiesSlide19
Level 3: Literacy Intervention Model
Most intensive, differentiated form of instruction
Uses EBP universal support and more targeted interventions based on student need
Typically administered in one on one setting with teacher or peer, or small group with intervention focused on needs of student with ASD
Sample strategies given for each ASD characteristic
Framework for Level 3 createdSlide20
Level 3: Literacy FrameworkSlide21
Level 3: Literacy InterventionSlide22
Literacy Glossary & Comparative Terms
Strategy Term Used
Other Terms for Same Strategy
or Procedure
Baseline
Beginning, starting (before intervention), pre-dataExplicit TeachingDirect InstructionModelingDemonstrate, example, exemplar, imitate, representation, role play, simulationPeer SupportPeer mentor, peer mediation, peer assistancePrimingBehavior rehearsal, rehearsal, practice
Prompting
Cue/cuing, reminder
Read AloudShared reading, reciting, vocabulary development
Reinforcement
Rewards, motivators, incentivesSlide23
Literacy Resources
Carnahan, C., Williamson, P., Christmas, J. (2011). Linking cognition and literacy in students with autism spectrum disorder,
TEACHING Exceptional Children
.
Carnahan, C., Williamson, P., Quill, K. (2010
). Quality Literacy Instruction for Students with Autism Spectrum Disorders. Autism Asperger Publishing Company:Shawnee Mission, Kansas.Happe, F. & Frith, U. (2006). The Weak Coherence Account: Detail Focused Cognitive Style in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 36
, 5-25.
Harvey, S. &
Goudvis
, A. (2007).
Strategies That Work: Teaching Comprehension for Understanding and Engagement.
Stenhouse
Publishers.
Kluth, P. & Chandler, Olcott (2008). A
Land We Can Share: Teaching Literacy to Student with Autism
.
Perfetti
CA,
Landi
N., Oakhill J. (2005).
The Acquisition of Reading Comprehension Skill. The Science of Reading: A Handbook. London, UK: Blackwell; pp. 227-247
Randi, J, Newman, T. &
Grigorenko
, E. (2010).
Teaching Children with Autism to Read for Meaning: Challenges and Possibilities. Journal of Autism and Developmental Disorders, 40
(7), 890-902.
Singer, B., Bashir, A., Graham, H. & Lofgren, J. (2000).
EmPOWER
: A Method for Teaching Expository Writing, Teacher’s Guide. Architects for Learning, LLC.