Reading Comprehension Interventions for Students With Autism Spectrum Disorders: A Synthesis of Research

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The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders. Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with autism spectrum disorders. Four studies implemented strategy instruction that included (a) question generation, (b) graphic organizers, and (c) predictions. Two studies used anaphoric cueing instruction, three used explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures.

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