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“He's Not Really a Reader …”: Perspectives on Supporting Literacy Development in Individuals with Autism

Mirenda, Pat PhD

Original Article

Although many individuals with autism are able to demonstrate skills that are directly related to literacy, they are often seen as “too cognitively impaired” or “not ready for” instruction in this important area. This article provides suggestions for strategies that can be used to promote literacy learning across the five stages of word reading development described by Ehri. Examples of the experiences of people with autism who have become successful readers are included to illustrate the importance of promoting literacy development for all learners.

Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Corresponding author: Pat Mirenda, PhD, Associate Professor, University of British Columbia, Department of Educational and Counselling Psychology and Special Education, 2125 Main Mall, Vancouver, BC V6T 1Z4 Canada; E-mail: pat.mirenda@ubc.ca

© 2003Wolters Kluwer Health | Lippincott Williams & Wilkins