Peer-Assisted Learning Strategy to Address Reading Challenges in an Elementary Student With Autism Spectrum Disorder

• In Event: Improving Reading and Writing Instruction for Students With Specific Needs

Abstract

Students with autism spectrum disorder (ASD) are frequently included in general education classrooms and are expected to access the grade-level curriculum through reading. Although a number of students with ASD experience challenges in reading decoding, fluency, and comprehension, research on best practice interventions is only emerging. One promising approach to develop reading skills is peer assisted learning strategy (PALS) instruction, whereby children work together or with an adult to support learning. We examined the effect of a PALS reading intervention implemented with two second-grade students with ASD, specifically targeting phonemic awareness, fluency, and reading comprehension skills. Results of this multiple baseline study are described along with implications for teacher practice and research addressing reading challenges among students with ASD.

Authors

• Juliet E. Hart Barnett, Arizona State University

• Cean Colord, Whittier College