Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education

Ievgeniia Kucherenko; Yana  Raievska; Olena Verzhihovska; Oksana  Hnoievska; Maryia  Savitskaya

Vol. 16 No. 3 (2024) IEJEE

Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education

Ievgeniia Kucherenko
Yana Raievska
Olena Verzhihovska
Oksana Hnoievska
Maryia Savitskaya

Published April 11, 2024 | Pages: | Views: 290

Download PDF

SHARE

Abstract

The aim of the research is to identify the peculiarities of building reading skills in junior schoolchildren with ASD. The study involved the use of parent questionnaire survey to confirm the diagnosis of ASD (the Social Communication Questionnaire, SCQ), diagnosis of reading skills (the Standardized Assessment of the Reading Skills (SARS), Test of Operational Units of Reading), analysis of statistics from official sources. The study showed that the reading skills of children with ASD range mostly within the normative limits, but there are some children with low values. It was established that there are significant differences between the components of the reading skills of children with ASD and children with normative development for the parameters of reading comprehension (M = 4.2, SD = 1.4, t≤0.01), reading speed (M = 3.7 , SD = 1.6, t≤0.05), the method of reading (M = 6.4, SD = 1.9, t≤0.05) and the index of operational units of reading (M = 5.5, SD = 1 .8, t≤0.01). It was found that there is a correlation between the degree of manifestation of ASD in junior schoolchildren and their reading skills. The higher the manifestations of violations, the lower the indicators of reading skills. The study found that children with ASD have normatively developed reading skills at the level of their peers, but reading speed and reading comprehension are more difficult for them. Severe concomitant manifestations of ASD negatively affect the development of reading skills, which requires special conditions for the development of reading skills in children with ASD. The obtained results can contribute to the development of a programme of support for children with ASD at the level of school inclusive education with the involvement of relevant specialists in order to more fully include them in the educational space and ensure the development of a high level of the reading skills.

The aim of the research is to identify the peculiarities of building reading skills in junior schoolchildren with ASD. The study involved the use of parent questionnaire survey to confirm the diagnosis of ASD (the Social Communication Questionnaire, SCQ), diagnosis of reading skills (the Standardized Assessment of the Reading Skills (SARS), Test of Operational Units of Reading), analysis of statistics from official sources. The study showed that the reading skills of children with ASD range mostly within the normative limits, but there are some children with low values. It was established that there are significant differences between the components of the reading skills of children with ASD and children with normative development for the parameters of reading comprehension (M = 4.2, SD = 1.4, t≤0.01), reading speed (M = 3.7 , SD = 1.6, t≤0.05), the method of reading (M = 6.4, SD = 1.9, t≤0.05) and the index of operational units of reading (M = 5.5, SD = 1 .8, t≤0.01). It was found that there is a correlation between the degree of manifestation of ASD in junior schoolchildren and their reading skills. The higher the manifestations of violations, the lower the indicators of reading skills. The study found that children with ASD have normatively developed reading skills at the level of their peers, but reading speed and reading comprehension are more difficult for them. Severe concomitant manifestations of ASD negatively affect the development of reading skills, which requires special conditions for the development of reading skills in children with ASD. The obtained results can contribute to the development of a programme of support for children with ASD at the level of school inclusive education with the involvement of relevant specialists in order to more fully include them in the educational space and ensure the development of a high level of the reading skills.

Listen -

References

Accardo, A. L., & Finnegan, E. G. (2019). Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices. Autism, 23(1), 236–246. https://doi.org/10.1177/1362361317730744
Aguiar, G., Mainegra-Fernandez, D., & Garcia-Reyes, O. (2020). Teaching Reading Comprehension to School Children with Autism Spectrum Disorders: Secrets from Experience. Educare, 24, 459–474. http://dx.doi.org/10.15359/ree.24-2.22.
American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
American Psychiatric Association. (2021). What Is Autism Spectrum Disorder? https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder
Arciuli, J., & Bailey, B. (2021). The Promise of Comprehensive Early Reading Instruction for Children with Autism and Recommendations for Future Directions. Language, Speech, and Hearing Services in Schools, 52(1), 225–238. https://doi.org/10.1044/2020_LSHSS-20-00019
Åsberg, J., Dahlgren, S., & Sandberg, A. (2008). Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder. Research in Autism Spectrum Disorders, 2(1), 95–109. https://doi.org/10.1016/j.rasd.2007.03.006
Carlsson, E. (2019). Aspects of Communication, Language and Literacy in Autism: Child Abilities and Parent Perspectives. Gothenburg, Sweden. https://gupea.ub.gu.se/bitstream/handle/2077/58237/gupea_2077_58237_1.pdf?sequence=1&isAllowed=y
Cerga-Pashoja, A., Gaete, J., Shishkova, A., & Jordanova, V. (2019). Improving Reading in Adolescents and Adults with High-Functioning Autism Through an Assistive Technology Tool: A Cross-Over Multinational Study. Frontiers in Psychiatry, 10, 546. https://doi.org/10.3389/fpsyt.2019.00546.
Chaidi, I., & Drigas, A. (2022). Emotional intelligence and autism spectrum disorder. Technium Social Sciences Journal, 35, 126–151. https://doi.org/10.47577/tssj.v35i1.7271
Chen, L., Abrams, D., Rosenberg-Lee, M., Iuculano, T., Wakeman, H., Prathap, S., Chen, T., & Menon, V. (2019). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 7, 362–380.
“Child with a Future” Fund for Helping Children with Autism Syndrome. (2022). Results of a survey on the state of autism in Ukraine. https://cwf.com.ua/rezultati-shhorichnogo-opituvannya-pro-stan-autizmu-v-ukraїni-2021/
Davidson, M., Kaushanskaya, M., & Weismer, S. (2018). Reading Comprehension in Children with and Without ASD: The Role of Word Reading, Oral Language, and Working Memory. Journal of Autism and Developmental Disorders, 48(10), 3524–3541. https://doi.org/10.1007/s10803-018-3617-7
Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Reutebuch, C. K., & Vaughn, S. (2014). Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823
Fleury, V., Whalon, K., Gilmore, C., Wang, X., & Marks, R. (2021). Building Comprehension Skills of Young Children with Autism One Storybook at a Time. Language Speech and Hearing Services in Schools, 52, 153–164. https://doi.org/10.1044/2020_LSHSS-20-00026
Henry, A., & Solari, E. (2020). Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study. Journal of Autism and Developmental Disorders, 50(10), 3763–3776. https://doi.org/10.1007/s10803-020-04434-2
Höfer, J., Hoffmann, F., & Bachmann, C. (2017). Use of complementary and alternative medicine in children and adolescents with autism spectrum disorder: A systematic review. Autism: The International Journal of Research and Practice, 21(4), 387–402.
Kiparenko, O., & Kremenchutska, M. (2021). Assessment of the impact of motor development on adaptation to learning. Insight: the psychological dimensions of society, 6, 95–109. https://doi.org/10.32999/2663-970X/2021-6-7
Kljajevic, V. (2022). Literacy and Numeracy in Children on Autism Spectrum Disorder. Advances in Neurodevelopmental Disorders, 7, 123–129. https://doi.org/10.1007/s41252-022-00291-5
Knight, E., Blacher, J., & Eisenhower, A. (2019). Predicting reading comprehension in young children with autism spectrum disorder. School Psychology, 34(2), 168–177. https://doi.org/10.1037/spq0000277
Macdonald, D., Luk, G., & Quintin, E. (2022). Early reading comprehension intervention for preschoolers with autism spectrum disorder and hyperlexia. Journal of Autism and Developmental Disorders, 52(4), 1652–1672.
Ministry of Education and Science of Ukraine. (2023). Education. Inclusive education. Statistics. https://mon.gov.ua/ua/osvita/inklyuzivne-navchannya/statistichni-dani#:~:text=кількість%20учнів%20з%20особливими%20освітніми,і%20становить%2023216%20таких%20класів
Nally, A., Healy, O., Holloway, J., & Lydon, H. (2018). An analysis of reading abilities in children with autism spectrum disorders. Research in Autism Spectrum Disorders, 47, 14–25. https://doi.org/10.1016/j.rasd.2017.12.002.
National Institute of Mental Health. (2023). Autism Spectrum Disorder. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd
Nikonova, N., & Pavlova, U. (2020). Reading Training in Children with Autism Spectrum Disorders. Autism and Developmental Disorders, 18, 70–76. https://doi.org/10.17759/autdd.2020180210
Paynter, J., O'Leary, K., & Westerveld, M. (2023). Pre-school Skills and School-Age Reading Comprehension in Children on the Autism Spectrum: A Preliminary Investigation. Journal of Autism and Developmental Disorders, 17. https://doi.org/10.1007/s10803-023-05949-0
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, 890–902. https://doi.org/10.1007/s10803-010-0938-6
Ricketts, J., Jones, C., Happe, F., & Charman, T. (2013). Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning. Journal of Autism and Developmental Disorders, 43, 807–816. https://doi.org/10.1007/s10803-012-1619-4.
Rybchenko, L.K. (2015). Inclusive education of children with autism in the general education system. Actual problems of the correctional education: Ministry of Education and Science of Ukraine, 5, 261−270.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Solari, E. J., Grimm, R. P., McIntyre, N. S., Zajic, M., & Mundy, P. C. (2019). Longitudinal stability of reading profiles in individuals with higher functioning autism. Autism, 23(8), 1911–1926. https://doi.org/10.1177/1362361318812423
Tsaras, K., Papathanasiou, I. V., Vus, V., Panagiotopoulou, A., Katsou, M. A., Kelesi, M., & Fradelos, E. C. (2018). Predicting factors of depression and anxiety in mental health nurses: A quantitative cross-sectional study. Medical Archives (Sarajevo, Bosnia and Herzegovina), 72(1), 62–67. https://doi.org/10.5455/medarh.2017.72.62-67
UNICEF. (2019). Montenegro Inclusive Education Strategy 2019–2025. Ministry of Education of Montenegro. chrome-www.unicef.org/montenegro/sites/unicef.org.montenegro/files/2019-05/MONTENEGRO_INCLUSIVE_EDUCATION_STRATEGY_1a-1b-REVISE-6%20eng.pdf
Vale, A., Fernandes, C., & Cardoso, S. (2022). Word reading skills in autism spectrum disorder: A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.930275
World Health Organization. (2023). Autism. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

Keywords

Inclusion, autism, normative development, stereotypical behaviour, social communication

Affiliations

Ievgeniia Kucherenko

State Higher Educational Institution “Donbas State Pedagogical University”

Yana Raievska

Interregional Academy of Personnel Management

Olena Verzhihovska

Kamynets-Podilsky National Ivan Ogienko University

Oksana Hnoievska

Dragomanov Ukrainian State University

Maryia Savitskaya

Ludwik Rydygier Specialist Hospital

Downloads

Download data is not yet available.

How to Cite

Kucherenko, I., Raievska, Y. ., Verzhihovska, O., Hnoievska, O. ., & Savitskaya, M. . (2024). Building Reading Skills in Junior Schoolchildren with Autism Spectrum Disorders in the Context of Inclusive Education. International Electronic Journal of Elementary Education, 16(3). Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/2187