Reading Comprehension Strategies for Autistic Students

Learning to read for understanding can be a challenging task, especially for individuals with autism spectrum disorders (ASDs). While many autistic children exhibit well-developed word recognition skills, their reading comprehension is often severely impaired. This article examines the challenges autistic students face in reading comprehension and reviews effective intervention strategies.

Understanding the Challenges

Decoding vs. Comprehension

In the general population, children are typically taught to read using "code-based" instruction or phonics, which focuses on decoding words by recognizing sound-symbol correspondence and orthographic patterns. The goal is to move beyond word-reading processes and shift cognitive resources to meaning-making. However, for many children with ASDs, this shift to reading for understanding is particularly challenging.

Autism Spectrum Disorders (ASDs)

ASDs are developmental disorders characterized by deficits in communication and social interactions, as well as cognitive processing deficits. Individuals on the spectrum exhibit a range of strengths and weaknesses, with varying intellectual abilities. Some researchers include Asperger's Syndrome (AS) at the "high" end of the spectrum, where individuals typically exhibit less severe deficits, particularly in language.

Regardless of where children fall on the spectrum, those with ASDs generally demonstrate well-developed word recognition skills, but their reading comprehension is often severely impaired. This discrepancy, where word recognition skills develop in advance of reading comprehension, is sometimes termed hyperlexia and is associated with autism. However, it's important to note that a similar decoding-comprehension discrepancy can also occur among struggling readers without identified disabilities.

Cognitive Processes Involved in Reading Comprehension

Reading comprehension is a complex cognitive process dependent on a confluence of factors. Effective readers draw upon a wide range of cognitive abilities, motivational strategies, and knowledge to understand text. These include:

Text Integration: Connecting the meaning of words to a representation of the text.
Metacognitive Monitoring: Monitoring one's own understanding of the text.
Inference Making: Drawing conclusions and making connections beyond the literal text.
Working Memory: Holding and manipulating information in the mind while reading.
Vocabulary Knowledge: Understanding the meaning of words.
Prior Knowledge: Relating the text to what one already knows.
Attention: Focusing on the text and filtering out distractions.

Children with ASDs may face challenges in some or all these areas, making reading comprehension difficult.

Reading Comprehension Deficits in Children with ASD

Children with ASDs exhibit a range of strengths and weaknesses. Therefore, a single reading comprehension intervention may not be appropriate for all. Deficits in social interactions and communication skills, along with limited imagination and repetitive behavior, characterize autism. Asperger's syndrome (AS) is characterized by these same impairments but without language delay.

Researchers have found that individuals with AS demonstrate better imaginative abilities and more circumscribed interests than those with high functioning autism (HFA) at the age of 13, but their early histories show more pronounced differences in language and communication development, with individuals with HFA showing more delays than those with AS. Some researchers distinguish AS from autism based on different neurological profiles, while others consider AS as a form of ASD indistinguishable from high-functioning autism.

Effective Interventions for Improving Reading Comprehension

Interventions to improve reading comprehension of autistic children need to take into account cognitive ability. Here are tips for improving reading comprehension for low-functioning and high-functioning autistic children.

Use visual boards or books: Associating words with visual aids can help children connect what they hear to what they see. This is especially helpful for visual learners, non-verbal children, or those who struggle with reading.
Read together: Read along with your child, encouraging them to point at words. Ask encouraging questions about what you read to build understanding.
Utilize special interests: Incorporate the child's special interests into learning activities. Reading about their favorite topics or using their favorite objects in narratives can keep them engaged. Be sure to eliminate any possible distractions.
Make use of technology: Some books have audio options. Encourage your child to listen actively to the story, using their favorite stories to help. Utilize visual learning software such as graphic mind maps. These help with visual mapping, outlining and writing strategies to improve reading and writing. Digital texts make reading customizable by editing the font size, spacing, color contrast, or bolding texts to suit the needs of the child.
Help the child make connections with what he/she already knows: This approach involves linking what the child already knows to what he/she is reading. This can be done in the form of a discussion or by reflecting on past events and connecting them to the story.
Teach the child to highlight what he/she already knows: When reading, ask your child what he/she recognizes from the text. Introduce new words or information as if you're building upon existing knowledge.

Additional Strategies

Simplify Language: Use clear and concise language, breaking down complex ideas into smaller, more understandable parts.
Provide Structured Learning: Establishing routines and clear expectations can help children with autism feel more comfortable and focused.
Engage in Interactive Learning Activities: Encourage participation and communication through interactive activities.
Social Skills Training: Help children understand social cues and context, which can improve their understanding of stories and texts.
Multi-Sensory Approaches: Incorporate multiple senses into learning activities to enhance comprehension.
Provide Feedback and Reinforcement: Offer positive reinforcement and constructive feedback to encourage the child’s efforts and progress.
Collaborate with Professionals: Work closely with educators, therapists, and other professionals who specialize in autism to develop personalized strategies and interventions.

Levels of Reading Comprehension

There are three levels of comprehension. These levels are interconnected because each level builds from the previous level. The formation of understanding at the first level requires the child or student to have basic cognitive and intellectual skills, and language skills.

Read also: Learn about Lexia Core5

The literal: Literal comprehension is simply understanding what is said and happens. It is basically the foundation of understanding before we can begin to understand with more complexity. The literal meaning consists of aspects such as the main idea, the facts, sequence of events, and the characters in the story.
The inferential: Inferential refers to the deeper meaning or message of the text or story. This leads the reader to draw a conclusion. To be able to make inferences of the text, you need to understand the facts of the story, look at the overall picture, and decode what the writer is trying to convey.
The evaluative: This level of comprehension is usually subjective because by evaluating, you analyze it, and then draw an opinion about the information.

Additional Comprehension Strategies

Build background knowledge: Student comprehension can also be boosted when the teacher helps the learner build background knowledge. Presenting background information related to the focus topic can help students better understand the text. For example, teachers might show students a movie related to the text, tell the learner a story related to the text, or help the student create connections between his or her experiences and the topic of the text.
Think aloud: To boost comprehension, teachers can help students monitor their own understanding as they read. One common strategy teachers often use in a whole-class format is the think-aloud. A think-aloud involves the teacher reading a text to the class and modeling his or her own comprehension strategies such as asking questions, making inferences, determining importance, and making connections to personal background knowledge.
Drama: Comprehension can also be bolstered when teachers teach a story or a piece of text using drama. A teacher might have students act out parts of a textbook or a passage in a short story. This technique is often used in lower grades, but it can be very effective in both middle school and high school classrooms as well.
Reciprocal teaching: Students can also be asked to help each other understand text. Reciprocal teaching is essentially a dialogue that takes place between teachers and students. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue.
Retelling: Some learners may “fail” comprehension assessments because, in part, they are uncomfortable with the direct nature of question/answer interactions. For this reason, some students may respond well to the retelling strategy. Retelling is a comprehension strategy as well as a tool for assessment. A retelling is done by the reader after he or she has read or heard a story. The student is asked to “tell everything” he or she can about story or text.

The Importance of Reading Comprehension

Reading comprehension is the ability to understand, interpret, and derive meaning from various types of texts, spoken language, and other forms of communication. These skills are essential for academic success, effective communication, and daily functioning. These skills are interconnected and develop over time through exposure to diverse texts, guided practice, explicit instruction, and opportunities for meaningful engagement with language.

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