Enhancing Comprehension of Informational Text by Young Children With Autism Spectrum Disorders

Q3 Social Sciences

Young Exceptional Children Pub Date : 2021-11-01 DOI:10.1177/10962506211056026

Elizabeth M. Jackson, M. Hanline, Jennifer Eldridge

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引用次数: 0

Abstract

144 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 3, September 2023 https://doi.org/10.1177/10962506211056026 DOI: 10.1177/10962506211056026 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Charlotte’s inclusive kindergarten classroom is bright and inviting. She uses evidence-based and developmentally appropriate practices to create a well-rounded and effective educational experience. She understands the importance of children learning from informational text (IT). With the assistance of her paraprofessional, Ms. Tam, Ms. Charlotte uses a variety of instructional approaches to enhance her students’ abilities to understand IT. However, one of her students, Mark, who has autism spectrum disorders and uses an augmentative and alternative communication (AAC) system on an iPad, has been struggling to understand IT. Ms. Charlotte has decided to modify her instructional strategies to better support Mark’s learning from IT. Informational text (IT) is a type of nonfiction designed to convey information about the natural or social world. Reading IT with young children increases knowledge of content area vocabulary and concepts and helps children build the background knowledge for success with future reading (Pentimonti et al., 2010). However, similar to Mark, children with autism spectrum disorder (ASD) may struggle to understand IT (Marsh, 2015). Therefore, the purpose of this article is to discuss how young children with ASD can be supported to comprehend IT. Instructional 1056026 YECXXX10.1177/10962506211056026YOUNG EXCEPTIONAL CHILDRENComprehension of Informational Text / Jackson et al. research-article2021

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提高自闭症谱系障碍幼儿对信息文本的理解

144例外儿童第26卷第3期，2023年9月https://doi.org/10.1177/10962506211056026DOI:10.1177/10962506211056026 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部夏洛特女士的包容性幼儿园教室明亮而诱人。她使用循证和适合发展的实践来创造全面有效的教育体验。她理解孩子们从信息文本中学习的重要性。在助理专业人员谭的帮助下，Charlotte女士使用了各种教学方法来提高学生理解信息技术的能力。然而，她的一名学生Mark患有自闭症谱系障碍，在iPad上使用增强和替代通信（AAC）系统，她一直在努力理解信息技术。Charlotte决定修改她的教学策略，以更好地支持Mark从IT中学习。信息文本（IT）是一种旨在传达自然或社会世界信息的非虚构作品。与幼儿一起阅读信息技术可以增加内容领域词汇和概念的知识，并帮助儿童建立未来阅读成功的背景知识（Pentimonti等人，2010）。然而，与Mark类似，患有自闭症谱系障碍（ASD）的儿童可能很难理解IT（Marsh，2015）。因此，本文的目的是讨论如何支持患有自闭症谱系障碍的幼儿理解信息技术。教学1056026 YECXXX10.1177/10962506211056026 young EXCEPTIONAL CHILDRENCOMPENSION of Information Text/Jackson et al.research-article2021

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.