Definition
Reading skills lead a person to interact and gain meaning from written language. There are several components one must master which lead to independently comprehending the intended message being relayed in the written content. First is phonemic awareness which is defined by the National Reading Panel as “recognizing and manipulating spoken words in language” (Whalon et al. 2009). Next is phonics defined by the same group as “understanding letter-sound correspondences in reading and spelling” then oral reading fluency which is “reading text with speed, accuracy, and expression.” The forth component is vocabulary defined as “understanding words read by linking the word to oral vocabulary” and lastly is comprehension defined as “directly teaching students to be aware of the cognitive processes involved in reading” (p. 4).
Typically developing children will start to acquire reading skills in preschool and continue to learn along a continuum until they reach an independent...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References and Readings
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364 (10).
Gough, P. B., & Hoover, W. A. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.
Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 485–493.
King-Sears, M. E., Mainzer, L., & Swanson, C. (2011). TECHnology and literacy for adolescents with disabilities: A sound decision-making framework can assist teachers in adopting and embracing current technologies and looking toward Web 3.0 in order to create universally accessible learning environments to advance literacy learning for all students, and especially students with disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569.
Lanter, E., & Watson, L. R. (2008). Promoting literacy in students with ASD: The basics for the SLP. Language, Speech, & Hearing Services in Schools, 39, 33.
Luyster, R., & Lord, C. (2009). Word learning in children with autism spectrum disorders. Developmental Psychology, 45(6), 1774–1786.
Narkon, D. E., Wells, J. C., & Segal, L. S. (2011). E-word wall: An interactive vocabulary instruction tool for students with learning disabilities and autism spectrum disorders. TEACHING Exceptional Children, 43(4), 38–45.
Randi, J., Newman, T., & Grigorenko, E. L. (2010). Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders, 40(7), 890–902.
Whalon, K., & Hart, J. E. (2011). Adapting an evidence-based reading comprehension strategy for learners with autism spectrum disorder. Intervention in School and Clinic, 46(4), 195–203.
Whalon, K. J., Otaiba, S. A., & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 3–16.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media New York
About this entry
Cite this entry
Lestrud, M. (2013). Reading Skills. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1698-3_1579
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1698-3_1579
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-1697-6
Online ISBN: 978-1-4419-1698-3
eBook Packages: Behavioral Science