Grammar
Pragmatics
Variation of Texts
Phonetics
Language Acquisition
Phonological Awareness
~ James Vacca (2007) talks about some of the obstacles children with autism face with reading. He points out that students are often left out of literacy rich activities despite being mainstreamed into the classroom. He cites Evans' (2007) work in relation to what these students struggle with, "[Children with autism] have problems with figuring out the rules of reading and grammar when compared to children who do not have autism" (Vacca, 2007).
~Children with autism struggle with pragmatics studies have shown (Tager-Flusberg,2004) specifically in nonverbal communication (body language, expressions), conversation and narrative skills (Vacca, 2007).
~ Typically developing readers often struggle with non-fiction texts as it is hard to relate to that type of information and see it as relevant in their lives. On the other hand, (Abisgold, 2007) children with autism are successful in reading nonfiction that is within their interests (Vacca, 2007).
~ Narrative often emerges early as one of the first forms of text students are introduced to and are familiar with during their literacy development. When thinking of language acquisition and students with autism, "narrative activity can alleviate the cognitive and emotional upset that may accompany unmet expectations and unexpected events (Sigman and Capps, 1997). This directly relates to Gray's work with Social Stories told in a narrative format (see Social Stories tab for further details).
~Vacca (2007)cites the work of Glaser (2007) in his article, which states that many students with autism are natural sight readers. Grandin (1995) also supports that these students will learn best to read through phonics work while some do succeed by reading whole words first.
~ Like their typically developing peers, children with autism are more likely to learn nouns first as they have a concrete visual representation (Siegel, 1998). Additionally this source stated that abstract words or verbs can be taught best with direct modeling or action (Vacca, 2007).
~ Although when compared to their typically developing peers children with autism may pick up phonological elements a little slower; children with autism exhibit the same speech sounds and acquisition order as their typically developing peers (Sigman and Capps, 1997).
~ Students with autism's language deficit comes from a difficulty being able to communicate socially, which evolves out of joint attention and social referencing behaviors, both a part of prelinguistic acquisition (Sigman and Capps, 1997).
~ Like their typically developing peers, strong phonological awareness programs that use songs and visual pictures help children with autism understand phonetic sounds. Even holding letters and tracing their shape pattern will help. (Grandin, 1995).
~ Perhaps unlike their typically developing peers, the strong visual thinking that children with autism exhibit allows them to learn and understand written language easier (Grandin, 1995).
~Children with autism struggle with pragmatics studies have shown (Tager-Flusberg,2004) specifically in nonverbal communication (body language, expressions), conversation and narrative skills (Vacca, 2007).
~ Typically developing readers often struggle with non-fiction texts as it is hard to relate to that type of information and see it as relevant in their lives. On the other hand, (Abisgold, 2007) children with autism are successful in reading nonfiction that is within their interests (Vacca, 2007).
~ Narrative often emerges early as one of the first forms of text students are introduced to and are familiar with during their literacy development. When thinking of language acquisition and students with autism, "narrative activity can alleviate the cognitive and emotional upset that may accompany unmet expectations and unexpected events (Sigman and Capps, 1997). This directly relates to Gray's work with Social Stories told in a narrative format (see Social Stories tab for further details).
~Vacca (2007)cites the work of Glaser (2007) in his article, which states that many students with autism are natural sight readers. Grandin (1995) also supports that these students will learn best to read through phonics work while some do succeed by reading whole words first.
~ Like their typically developing peers, children with autism are more likely to learn nouns first as they have a concrete visual representation (Siegel, 1998). Additionally this source stated that abstract words or verbs can be taught best with direct modeling or action (Vacca, 2007).
~ Although when compared to their typically developing peers children with autism may pick up phonological elements a little slower; children with autism exhibit the same speech sounds and acquisition order as their typically developing peers (Sigman and Capps, 1997).
~ Students with autism's language deficit comes from a difficulty being able to communicate socially, which evolves out of joint attention and social referencing behaviors, both a part of prelinguistic acquisition (Sigman and Capps, 1997).
~ Like their typically developing peers, strong phonological awareness programs that use songs and visual pictures help children with autism understand phonetic sounds. Even holding letters and tracing their shape pattern will help. (Grandin, 1995).
~ Perhaps unlike their typically developing peers, the strong visual thinking that children with autism exhibit allows them to learn and understand written language easier (Grandin, 1995).