Abstract
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.
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Notes
The third instrument in the evaluative framework, criteria for the determination of evidence-based practice, provides a method for aggregating report strength ratings across studies. This instrument was not utilized in the current review (see the “Limitations” section).
Interobserver agreement statistics interpreted as per guidelines suggested by Cicchetti (2001).
Effect size estimates based on instruction group pre- and post-instruction scores showed gains in reading accuracy and comprehension which were smaller in magnitude.
References
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This work was partly supported by a mid-career research fellowship awarded to Joanne Arciuli by the Australian Research Council (FT130101570).
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Bailey, B., Arciuli, J. Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis. Rev J Autism Dev Disord 7, 127–150 (2020). https://doi.org/10.1007/s40489-019-00185-8
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DOI: https://doi.org/10.1007/s40489-019-00185-8