This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.
Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N ¼ 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing). Reading prosody interventions: instruction supporting improvements with phrasing and syntaxReading prosody is considered a primary component of fluency in addition to the more frequently investigated components of speed and accuracy (automaticity) (Wolters et al., 2022). The subcomponents of reading prosody have been defined to include one or more of the following: expression (e.g., pitch and tone), syntax (e.g., grammatical cues as idea units), and phrasing/smoothness (e.g., word grouping) (Hudson et al., 2008;Kuhn, 2005;Rasinski et al., 2011). Research examining reading prosody has shown that improving reading prosody performance is critical as it supports fluency, which is important for supporting students' ability to understand text (
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