Teaching Emergent Literacy Skills
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EMERGENT LITERACY FOR CHILDREN WITH AUTISM by Linda K. Laz I dedicate this handbook to all my students with autism who have shown me how to think “outside the box” and for giving me brief glimpses of life in their world. They teach me. ii TABLE OF CONTENTS INTRODUCTION...................................................................................... 1 PREREADING SKILLS ............................................................................... 2 BASIC CONCEPTS ..........................................................................................4 ALPHABET:..............................................................................................4 COLOR:..................................................................................................5 OPPOSITES: ............................................................................................5 SHAPES: ................................................................................................6 SEASONAL/HOLIDAYS ....................................................................................6 HALLOWEEN:...........................................................................................6 THANKSGIVING:.......................................................................................7 CHRISTMAS: ...........................................................................................7 MARTIN LUTHER KING, JR. DAY ...................................................................8 VALENTINE’S DAY:....................................................................................8 EASTER .................................................................................................9 SEASONS/WEATHER ......................................................................................9 WINTER:................................................................................................9 SPRING:............................................................................................... 10 iii GENERAL WEATHER: ................................................................................ 11 COMMUNITY ............................................................................................. 11 FARM .................................................................................................. 11 FIREFIGHTERS ....................................................................................... 12 NEIGHBORHOODS ................................................................................... 13 SCHOOL ............................................................................................... 13 TRANSPORTATION .................................................................................. 14 GOVERNMENT ........................................................................................ 15 ANIMALS ................................................................................................. 15 MAMMALS ............................................................................................ 15 BIRDS ................................................................................................. 17 FISH................................................................................................... 18 OCEAN ................................................................................................ 18 INSECTS .............................................................................................. 19 REPTILES ............................................................................................. 20 FROGS/AMPHIBIANS................................................................................ 20 ANIMAL BABIES..................................................................................... 21 PETS................................................................................................... 21 ZOO ANIMALS....................................................................................... 22 RAINFOREST ......................................................................................... 23 HEALTH/HYGIENE ....................................................................................... 23 BODY: ................................................................................................. 23 EMOTIONS: .......................................................................................... 24 TEACHING PHONICS TO CHILDREN WITH AUTISM.............................. 26 iv PHONEMIC AWARENESS................................................................................ 27 PHONICS.................................................................................................. 29 THE SET-UP .............................................................................................. 31 THE ALPHABETIC PRINCIPLE ........................................................................... 35 AUGMENTATIVE/ALTERNATIVE COMMUNICATION AND LITERACY....... 47 TOYS ...................................................................................................... 48 COMMUNICATION DEVICES............................................................................ 51 COMPUTER SOFTWARE FOR COMMUNICATION ................................................... 55 COMPUTER SOFTWARE FOR READING ............................................................... 57 SUMMARY ............................................................................................. 60 REFERENCES ......................................................................................... 61 APPENDIX: STARTER MATERIALS FOR TEACHING PHONICS................. 63 v INTRODUCTION This handbook is written for educators who teach students between the ages of 6 and 10 years old who have moderate to severe autism and associated significant deficits in reading. The handbook gives teachers a starting point through which they can develop their own materials, methods, and approaches to literacy instruction which should include phonics reading instruction. It should not be considered a complete program for teaching reading. Phonemic awareness and phonics should be taught concurrently with the other components of reading instruction—comprehension, vocabulary, and fluency. In addition, some students may struggle with phonics; and for them, a sight word approach might be more appropriate. Chapter One of the handbook provides a list of children’s literature for the emergent reader with autism. Students with autism often have difficulty attending in many activities, especially during story time when the print and pictures in a book are busy or the story is too long. This chapter lists books that have minimal words, illustrations that are captivating, and provides a variety of subjects to help the special educator bring literature into their students’ lives. Chapter Two of the handbook focuses primarily on phonics instruction for students with autism. It provides information on how to make materials and modified lessons to teach and meet decoding goals. Chapter Three of the handbook provides a list of augmentative communication devices, computer aided programs, toys, and other materials which can be adapted for reading instruction and how they can be used. This handbook is based on contemporary best practices, evidence-based wherever possible, that provide lessons, methods, and materials to teach students with autism fundamental emergent literacy skills. 1 PREREADING SKILLS Students with autism often come to school unprepared for the rigorous, fast pace of typical reading instruction. They may not have had the reading or language opportunities typical children receive because of the unique behavior challenges their parents face on a daily basis (Lewis & Tolla, 2003; NRC, 2001; Downing, 2005). Students with autism may also have short attention spans, difficulty attending to another person, even difficulty sitting in one place for more than a few minutes. Some may not understand language as communication or will withdraw into repetitive, stereotypical behaviors (NRC, 2001). These factors make it very difficult for a teacher to obtain the child’s attention and keep it for the duration of a typical story time. Language experiences such as listening to stories, knowing which way to hold a book, and turning pages are the forerunners to becoming a successful reader (Broun & Oelwein, 2007). One approach to reading stories to students with autism is to gather together a small group— three to four students. Have them sit at a table rather than on the floor (sitting at a table reduces distractions and helps them have a physical structure in which to participate). A kidney-shaped table as commonly found in special education classrooms works well. Their picture schedule (Bondy & Sulzer- Azaroff, 2002; Hodgdon, 1995) should direct them to “Group Activity.” It can last from 15 to 30 minutes depending on the ability of the group to attend. Once the students have seated themselves, show them a mini-schedule of the activities. To get them motivated to sit and participate with the group, begin with a song chosen by one of the students. Story time can come after the song. Read the story to them, and then have them do an activity (i.e. a worksheet or art activity) that relates to the story or the theme of the week. Once the activity is 2 completed, Group Activity is done, and the students should be instructed to check their schedules. This chapter lists books that have minimal words, many eye-catching pictures, and/or a cadence that can capture the attention