Using Biopoems to Promote Comprehension

Abstract

This article is a combined research summary and idea swap, based on information in an article by Asaro-Saddler, Elis-Robinson, and Eacker (2019) in a recent issue of Topics in Language Disorders. Asaro-Saddler, Elis-Robinson, and Eacker describe a writing intervention program for middle school students with autism. Students with autism spectrum disorders (ASDs) experience a number of language, cognitive, physical, and self-regulatory difficulties that affect their comprehension of texts and ability to plan, generate, organize, and write texts. The authors of this article sought to improve the disciplinary literacy (reading and writing) skills in social studies of middle school students with ASD. The authors explain a writing intervention to evaluate students' social cognition and disciplinary literacy using a biopoem template. A biopoem highlights biographical information about a subject, including their experiences, relationships, hopes, and interests. The authors engaged three students in individual lessons with the intent of improving students' literacy skills in three areas: