Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-25T02:26:01.443Z Has data issue: false hasContentIssue false
  • English
  • Français

Effects of a Decoding Program on a Child with Autism Spectrum Disorder

Published online by Cambridge University Press:  26 February 2016

Josephine Infantino  and
Kerry Hempenstall
Josephine Infantino
Affiliation:
RMIT University
Kerry Hempenstall*
Affiliation:
RMIT University
*
Kerry Hempenstall, RMIT University, Plenty Road, Bundoora, Victoria 3083, Auslralia Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This case study examined the effects of a parent-presented Direct Instruction decoding program on the reading and language skills of a child with high functioning Autism Spectrum Disorder. Following the 23 hour intervention, reading comprehension, listening comprehension and fluency skills improved to grade level, whilst statistically significant improvements were also noted in receptive language skills. There were no significant changes in phonological and decoding skills for which various possibilities are explored, including the student’s prior double deficit in phonological skills. The findings are consistent with research suggesting that increased intervention intensity, along with greater emphasis on phonological skills may be necessary to advance the decoding skills of children displaying a double deficit. The reading and language outcomes were sufficiently promising to warrant further studies employing methodologically sound group designs with this population.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 30 , Issue 2 , 2006 , pp. 126 - 144
Copyright
Copyright © The Australian Association of Special Education 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Al Otaiba, S. (2001). Children who do not respond to early literacy instruction: A longitudinal study across kindergarten and first grade. Reading Research Quarterly, 36, 344–347.Google Scholar
Archer, A.L., Gleason, M.M., & Vachon, V.L. (2003). Decoding and fluency foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89–101.CrossRefGoogle Scholar
Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: U.S. Department of Health and Human Services. Retrieved November 20, 2004, from http://www.nationaireadingpanel.org Google Scholar
Baker, S., Gersten, R., & Keating, T. (2000). When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, 35, 494–519.CrossRefGoogle Scholar
Baraybar, R. (2004). Language processing and autism. Retrieved December 12, 2004, from: http://www.helpforkidspeech.org/articles/detail.cfm?ID=397 Google Scholar
Binder, C., Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Professional Papers in Special Education. VA: University of Virginia Curry School of Education. Retrieved February 12, 2003, from http://curry.edschool.virginia.edu/sped/projects/ose/papers/ Google Scholar
Broun, L.T. (2004). Teaching students with autistic spectrum disorders to read. Teaching Exceptional Children, 36, 36–40.Google Scholar
Browder, D.M., & Yan Ping, X. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities The Journal of Special Education, 32(3), 130–153.CrossRefGoogle Scholar
Buckley, S. (1985). Teaching parents to teach reading to teach language: A project with Down Syndrome children and their parents. In Topping, K. & Wolfendale, S. (Eds.), Parental involvement in children’s reading (pp. 270–283). London: Croom Helm.Google Scholar
Burgess, S.R., Hecht, S.A., & Lonigan, C.J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408–426.CrossRefGoogle Scholar
Cairns, S., & Pieterse, M. (1979). The Macquarie program: Reading. Sydney: Macquarie University, Special Education Centre.Google Scholar
California Department of Education. (1999). Reading/language arts framework for California public schools: Kindergarten through Grade Twelve. Retrieved February 12, 2003, from, http://www.cde.ca.gov/cdepress/lang_arts.pdf Google Scholar
Carver, R.P. (1997). Reading for one second, one minute or one year from the perspective of reading theory. Sdentine Studies of Reading, 1, 3–43.Google Scholar
Chall, J.S. (1996). Stages of reading development (2nd ed.). Fort Worth, TX.: Harcourt Brace.Google Scholar
Coleman-Martin, M.B., Heller, K.W., Cihak, D.F., & Irvine, K.L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identification. Focus on Autism and Other Developmental Disabilities 20(2), 80–90.Google Scholar
Council for Exceptional Children (1999). Focussing on Direct Instruction. Retrieved November 11, 2003, from http://dldcec.org/ alerts/alerts_2.html Google Scholar
Davis, D. (2003, November 14). Using readability tools to improve web content. Retrieved November 21, 2004, from http://www.proedit.com/ article_readability_tools.html Google Scholar
Department of Education, Science and Training. (2005). National Inquiry into the Teaching of Literacy. Canberra: Commonwealth of Australia. Retrieved December 14,2005, from http://www.dest.gov.au/nitl/documents/report_recommendations.pdf Google Scholar
Ehri, L.C. (1995). Phases of development in learning to read word by sight. Journal of Research in Reading, 18(2), 116–125 CrossRefGoogle Scholar
Elbaum, B., Vaughn, S., Hughes, M.T., Moody, S.W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605–619.CrossRefGoogle Scholar
Engelmann, S., Camine, D.W., & Johnson, G. (1999). SRA Corrective Reading Decoding A: Teacher’s manual. Columbus, OH: SRA/McGraw-Hill.Google Scholar
Felton, R.H. (2001). Student with three types of severe reading disabilities: Introduction to the case studies. Journal of Special Education, 35, 122–124.CrossRefGoogle Scholar
Fey, M.E., Catts, H.W., & Larrivee, L.S. (1995). Preparing preschoolers for the academic and social challenges of school. In Fey, M.E., Windsor, J., & Warren, S.F. (Eds.), Language intervention: Preschool through the elementary years (pp. 3–37). Baltimore, MD: Brookes.Google Scholar
Fitzgerald, J. (2001). Can minimally trained college student volunteers help young at-risk children to read better? Reading Research Quarterly, 36(1), 28–46.Google Scholar
Fontanelle, S., & Alarcon, M. (1982). Hyperlexia: Precocious word recognition in developmentally delayed children. Perceptual and Motor Skills, 55, 247–252.CrossRefGoogle Scholar
Foorman, B.R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–212.Google Scholar
Foorman, B., Francis, D., Beeler, T., Winikates, D., & Fletcher, J. (1997). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities: A Multidisciplinary Journal, 8, 63–71.Google Scholar
Fuchs, L.S., Fuchs, D., Hosp, M.K., and Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.Google Scholar
Good, R.H., Kaminski, R.A., & Dill, S. (2002). DIBELS oral reading fluency. In Good, R.H. & Kaminski, R.A. (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.Google Scholar
Goyen, J. (1992). Diagnosis of reading problems: Is there a case? Educational Psychology, 12, 225–237.CrossRefGoogle Scholar
Grossen, B. (1995). The research base for Reading Mastery, SRA. Retrieved May 12, 2004, from http:/darkwing.Uoregon.Edu/-adrep/rdgtxt.htm.Google Scholar
Hanner, S., & Engelmann, S. (1984, May). Learner verification for the Corrective Reading Program. AADI Newsletter, 3–5 Google Scholar
Hatcher, P.J., Hulme, C., & Ellis, A.W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills. The phonological linkage hypothesis. Child Development, 65, 41–57.Google Scholar
Heimann, M., Nelson, K.E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459–480.Google Scholar
Hempenstall, K. (1999). The gulf between educational research and policy: The example of direct instruction and whole language. Effective School Practices, 18, 15–29.Google Scholar
Hempenstall, K. (2001). Corrective Reading Program: Tutor monitoring form. Unpublished manuscript, Royal Melbourne Institute of Technology, Australia.Google Scholar
Hempenstall, K. (2002, May 22). B-2 reading level. Direct Instruction Discussion List. Retrieved October 14, 2005, from http://www.teonor.com/lists/di/200205/ msg00162.html Google Scholar
Homan, S.P., Klesius, J.P., & Hite, S. (1993). The effects of repeated readings and nonrepetitive strategies on students’ fluency and comprehension. Journal of Educational Research, 87, 94–99.Google Scholar
Hooper, S.R. (2004). Reading skills in other disorders: What do we know? Dallas TX: Lexlie National Reading Conference.Google Scholar
Janzen, J.E. (1996). Understanding the nature of autism: A practical guide. Australia: Therapy Skill Builders.Google Scholar
Jastak, J.F., & Jastak, S. (1993). The Wide Range Achievement Test - Revision Three. Wilmington, DE: Wide Range.Google Scholar
Joseph, L.M., & Seery, M.E. (2004). Where is the phonics? A review of the literature on the use of phonetic analysis with students with mental retardation. Remedial and Special Education, 25, 88–94.Google Scholar
Juel, C. (1993). The spelling-sound code in reading. In Yussen, S. & Smith, M. (Eds.), Reading across the life span (pp. 95–109). New York: Springer-Verlag.Google Scholar
Kaderavek, J. N., & Sulzby, E. (2000). Narrative production by children with and without specific language impairment: Oral narratives and emergent readings. Journal of Speech, Language and Hearing Research, 43, 34–49.Google Scholar
Kemp, C. (1996). Does teaching young children with disabilities to read facilitate their language development? A critical review of current theory and empirical evidence. International Journal of Disability, Development and Education, 43, 175–187.Google Scholar
Kraft, B., Findlay, P., Major, J., Gilberts, G., & Hofmeister, A. (2001). The association between a home reading program and young children’s early reading skills. Journal of Direct Instruction, 1, 117–136.Google Scholar
Kuhn, M.R., & Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21.Google Scholar
Lyon, G.R. (2001). Measuring success: Using assessments and accountability to raise student achievement. Subcommittee on Education Reform Committee on Education and the Workforce U.S. House of Representatives Washington D.C. Retrieved October 11, 2003, from http://www.nrrf.org/Iyon_statement3-01.htm Google Scholar
Mercer, C.D., Campbell, K.U., Miller, M.D., Mercer, K.D., & Lane, H.B. (2000). Effects of a reading fluency intervention with middle schoolers with a specific learning disability. Learning Disabilities Research and Practice, 15, 179–189.CrossRefGoogle Scholar
Meyer, M.S., & Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306 Google Scholar
Mirenda, P. (2003). “He’s not really a reader...”: Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23(4), 271–282 Google Scholar
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Department of Health and Human Services. Retrieved November 20, 2004, from http://www.nationalreadingpanel.org Google Scholar
Nuthall, G. & Alton-Lee, A. (1994). How pupils learn. Item 3, SET No 2. Wellington, New Zealand: New Zealand Council for Educational Research.Google Scholar
O’Neill, R., & Dunlap, G. (1984, Spring). DI principles in teaching autistic children. Direct Instruction News, 5.Google Scholar
Patti, P.J., & Lupinetti, L. (1993). Brief Report: Implications of hyperlexia in an autistic savant. Journal of Autism and Developmental Disorders, 23, 397–405.Google Scholar
Paulson, L.H., Kelly, K.L., Jepson, S., van den Pol, R., Ashmore, R., Farrier, M., & Guilfoyle, S. (2004). The effects of an early reading curriculum on language and literacy development of Head Start children. Journal of Research in Childhood Education, 18, 169–178.Google Scholar
Payton, M.E., Greenstone, M.H., & Schenker., N. (2003). Overlapping confidence intervals or standard error intervals: What do they mean in terms of statistical significance? Journal of Insect Science, 3, 34–40.Google Scholar
Polloway, E.A., & Epstein, M.H. (1986). The use of Corrective Reading (SRA) with mildly handicapped students. ADI News, 5, 2–3.Google Scholar
Quill, K.A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697–714.Google Scholar
Renfrew, C. (1995). Renfrew Bus Story manual. Oxford: Winslow.Google Scholar
Rohl, M., & Greaves, D. (2005). How are pre-service teachers in Australia being prepared for teaching literacy and numeracy to a diverse range of students? Australian Journal of Learning Disabilities, 10 (1), 3–8.Google Scholar
Rose, J. (2006). Independent review of the teaching of early reading. London, England: Department for Education and Skills (DfES). Retrieved March 20, 2006, from http.//www.standards.dfes.gov.uk/rosereview/finalreport/ Google Scholar
Share, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218.Google Scholar
Silberberg, N.E., & Silberberg, M.C. (1967). Hyperlexia: Specific word recognition skills in young children. Exceptional Children, 34, 41–42.Google Scholar
Snow, C.E., Burns, S., & Griffin, P. (Eds) (1998). Preventing reading difficulties in young children. Report of the National Research Council. Washington, DC: National Academy Press. Retrieved February 12, 2003, from http://www.nap.edu/readingroom/books/reading/ Google Scholar
Sommers, J. (1995, Fall). Seven-year overview of Direct Instruction programs used in basic skills classes at Big Piney Middle School. Effective School Practice, 29–32.Google Scholar
Spadafore, G.L. (1983). The Spadafore Diagnostic Reading Test. Novato: Academic Therapy Publications.Google Scholar
Speece, D.L., Case, L.P., & Ritchey, K.D. (2000). Normative data for letter sound fluency and oral reading fluency probes grades one through four. Department of Special Education, University of Maryland Project AIM. Retrieved May 11, 2005, from http://www.glue.umd.edu/~dIspeece/cbmreading/norms.html Google Scholar
SPSS Inc. (2004). Statistical package for the social sciences (version 13.0). Chicago, IL: SPSS Inc.Google Scholar
Texas Education Agency. (2002). Texas Primary Reading Inventory. Austin, TX: American Guidance Service.Google Scholar
Thompson, G.B., & Nicholson, T. (Eds.). (1998). Learning to read: Beyond phonics and whole language. New York: Teachers College Press.Google Scholar
Torgesen, J. (2004a). Preventing early reading failure. American Educator. Retrieved November 25, 2004, from http://www.aft.org/pubsreports/american_educator/issues/fall04/reading.htm.Google Scholar
Torgesen, J. (2004b). SRA Corrective Reading. Florida Center for Reading Research. Retrieved January 16, 2005, from http://www.fcrr.org/FCRRReports/PDF/corrective_reading_final.pdf. Google Scholar
United States National Institute on Disability Research and Rehabilitation. (2001). Year One: Middle school phonemic awareness field initiated study. Retrieved December 8, 2004, from http://www.krasnow.gmu.edu/bgiven/PhAw.htm Google Scholar
Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1999). Comprehensive Test of Phonological Processing. Austin, TS: Pro-Ed.Google Scholar
Whitehorse, D., & Harris, J.C. (1984). Hyperlexia in infantile autism. Journal of Autism and Developmental Disorder, 14, 281–289.Google Scholar
Wiig, E.H., Secord, W.A., Semel, E. (1995). The Clinical Evaluation of Language Fundamentals - Third Edition. San Antonio: The Psychological Corporation.Google Scholar
Williams, K. Т. (1997). Expressive Vocabulary Test. Circle Pines: American Guidance Service.Google Scholar
Wolf, M., & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438.CrossRefGoogle Scholar
Wolk, L., & Giesen, J. (2000). A phonological investigation of four siblings with childhood autism. Journal of Communication Disorders, 33, 371–389.Google Scholar
Woodcock, R.W. (1998). Woodcock Test of Reading Mastery - Revised. Minnesota: American Guidance Service.Google Scholar