Reading instruction for children with ASD: Getting the story straight
Marleen F. Westerveld, Jessica Paynter, David Trembath
ABSTRACT: Speech-language pathologists (SLPs) have the specialist knowledge to promote children’s literacy learning, especially those at risk for difficulties in literacy acquisition and
development. However, three common misconceptions may cause a failure to address the literacy learning needs of children with autism spectrum disorder (ASD). In this article, we question these mistaken beliefs and draw on the available evidence to explain why literacy activities should be incorporated into the SLP’s routine assessment and/or intervention practices for all children with ASD.