Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis

Bailey, B; Arciuli, J

Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis

Bailey, B

Arciuli, J

Permalink

Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Review Journal of Autism and Developmental Disorders, 2020, 7, (2), pp. 127-150
Issue Date:: 2020-06-01

Closed Access

	Filename	Description	Size
	Bailey-Arciuli2020_Article_ReadingInstructionForChildrenW.pdf	Published version	755.37 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Bailey, B https://orcid.org/0000-0003-0086-9999
dc.contributor.author	Arciuli, J
dc.date.accessioned	2020-09-14T06:01:36Z
dc.date.available	2020-09-14T06:01:36Z
dc.date.issued	2020-06-01
dc.identifier.citation	Review Journal of Autism and Developmental Disorders, 2020, 7, (2), pp. 127-150
dc.identifier.issn	2195-7177
dc.identifier.issn	2195-7185
dc.identifier.uri	http://hdl.handle.net/10453/142665
dc.description.abstract	© 2019, Springer Science+Business Media, LLC, part of Springer Nature. This study reviews the literature on reading instruction consistent with the recommendations of the National Reading Panel (NRP; National Institute of Child Health and Human Development, 2000) for children with autism spectrum disorder, using the Evaluative Method for Determining Evidence-Based Practices in Autism to assess research quality (Reichow, Volkmar, & Cicchetti, 2008). A search of the literature published between 2009 and 2017 identified 10,779 relevant records, of which 19 met inclusion criteria. Studies reported gains in phonics, reading accuracy, reading fluency, and/or reading comprehension skills; however, few were of adequate or strong quality. Instruction that incorporated multiple Big Five elements from the NRP was associated with gains in reading accuracy and comprehension as well as relatively high quality ratings. Clinical implications and priorities for future research are discussed.
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Review Journal of Autism and Developmental Disorders
dc.relation.isbasedon	10.1007/s40489-019-00185-8
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1109 Neurosciences, 1117 Public Health and Health Services, 1303 Specialist Studies in Education
dc.title	Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis
dc.type	Journal Article
utslib.citation.volume	7
utslib.for	1109 Neurosciences
utslib.for	1117 Public Health and Health Services
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2020-09-14T06:01:17Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	7
utslib.citation.issue	2

Abstract:

© 2019, Springer Science+Business Media, LLC, part of Springer Nature. This study reviews the literature on reading instruction consistent with the recommendations of the National Reading Panel (NRP; National Institute of Child Health and Human Development, 2000) for children with autism spectrum disorder, using the Evaluative Method for Determining Evidence-Based Practices in Autism to assess research quality (Reichow, Volkmar, & Cicchetti, 2008). A search of the literature published between 2009 and 2017 identified 10,779 relevant records, of which 19 met inclusion criteria. Studies reported gains in phonics, reading accuracy, reading fluency, and/or reading comprehension skills; however, few were of adequate or strong quality. Instruction that incorporated multiple Big Five elements from the NRP was associated with gains in reading accuracy and comprehension as well as relatively high quality ratings. Clinical implications and priorities for future research are discussed.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/142665