How to Teach Reading and Autism

This will be the question that arises most among early readers…how are we going to teach reading? What curriculum do we use?

After I spoke to many kindergarten teachers and special education teachers, I came to the conclusion- there is no one answer. It all depends on each kid’s learning style.

When working with child with autism who has limited language, I often find “Whole Word” approach seems to make more sense knowing the fact that our guys are VISUAL learners meaning they are great at visualizing and memorizing the shape. That’s great at first. However, we all feel like hitting the wall pretty soon- because kids do not recognize or read words if they haven’t been exposed at least once. In ABA, it is called, failing in Generative Learning (aka, adduction).

In my class…this is how I approach to reading:

Have a reading opportunity available through out the day. A kid will have schedule with words only (initially starting with simple and short words, like Home). I will also use picture/objects paired up with written words a lot during any activities. In the familiar objects, kid will find the labels every where. E.g., “clock” below a real clock in the classroom.
For efficiency, I would teach phonetic approach, only when student can distinguish in P, T, S, M and some more. Given choices, I would ask a kid to find the letter making this or that sound-
Then, a kid is ready to use that strategy to read simple CVC words independently. Yes! If he is able to read CVC words without being exposed to or taught to read that word as a whole, we are at a very happy place!!
Then, time to throw some Sight Words reading practice. Dolch Sight words, or Fry words. This will help learners overcome challenges with words that don’t necessary go with the general rules of phonics.