“Words Don’t Hold Together”: An Interpretative Phenomenological Analysis of Reading Journeys on the Autism Spectrum

• In Event: Inclusive Education Through Instructional Practices and Peer Relationships

Abstract

This study employs Interpretative Phenomenological Analysis (IPA) to explore the lived experiences of reading development for four young adults on the autism spectrum and their parents in Canada. Moving beyond deficit-focused models, this research seeks to understand how these individuals make sense of their reading journeys. Semi-structured interviews with four dyads provided rich, narrative data. Analysis revealed four themes: (1) Differing Developmental Trajectories; (2) Triumphs: Finding One’s Own Text; (3) Challenges: The Lived Experience of “Words Not Holding Together”; and (4) Strategies: A Co-Constructed Toolkit for Navigation. This study contributes a nuanced, neurodiversity-affirming perspective on literacy in autism, highlighting heterogeneity and offering authentic insights for creating more equitable and person-centered educational practices.

Author

• David D. Yang, Western Washington University