Studiens relevans för kommande yrkesroll

Denna studie tillför kunskap om vilka lässvårigheter elva pedagoger som arbetar med läsundervisning i särskilda undervisningsgrupper för elever med autism möter, och vilka metoder och verktyg de använder för att utveckla deras läsförmåga och kompensera för deras svårigheter. I min framtida yrkesroll kommer jag att möta elever med autismdiagnos i undervisningssituationer där läsning är ett inslag och jag är därför i behov av metoder och verktyg för att kunna utveckla elevernas läsning. Med fördjupad kunskap i läsinlärning samt med insikt i var svårigheterna kan finnas specifikt hos elever med autism kan jag såväl fungera som ett stöd för lärare i diskussioner om läsutveckling som undervisa elever själv enskilt eller i mindre grupper. Arbetet med denna studie har gett mig en starkare grund att stå på för att uppfylla den rollen.

Litteraturförteckning

American Psychiatric Association (APA), (2013). Diagnostic and Statistical Manual of Mental Disorders - 5. Arlington, VA: American Psychiatric Association.

Baron-Cohen, S (2011). What is Theory of Mind and is it Impaired in ASC? I Bölte, S och Hallmeyer, J (red.) (2011). Autism Spectrum Conditions. Göttingen: Hogrefe Publishing.

Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum. Journal of Autism And

Developmental Disorders, 43(4), 932-955.

Cronin, K. A. (2014) The Relationship Among Oral Language, Decoding Skills, and Reading Comprehension in Children with Autism, Exceptionality, 22:3, 141-157.

Dalby, M. A., Elbro, C., Jansen, M. & Krogh, T. (1992). Bogen om læsning–om

læsehandicappede og læsehandicap III. Munksgaard: Danmarks pedagogiska institut.

Flores, M. M., & Ganz, J. B. (2007). Effectiveness of Direct Instruction for Teaching

Statement Inference, Use of Facts, and Analogies to Students with Developmental Disabilities and Reading Delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251.

Frith, U (2003). Autism. Explaining the Enigma. Second edition. Oxford: Blackwell Publishing.

Frith, U. & Happé, F (1994). Autism: beyond ”theory of mind”. Cognition, 50, 115-132.

Frith, U. & Snowling, M. (1983), Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1: 329–342.

Gillberg, C (1999). Autism och autismliknande tillstånd hos barn, ungdomar och vuxna. Tredje reviderade utgåvan. Stockholm: Natur och Kultur.

Autism Spectrum Conditions. Göttingen: Hogrefe Publishing.

Happé, F (2011). What is ”Weak Central Coherence?” I Bölte, S och Hallmeyer, J (red.) (2011). Autism Spectrum Conditions. Göttingen: Hogrefe Publishing.

Happé, F., & Frith, U. (2006). The Weak Coherence Account: Detail-focused Cognitive Style in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, (1). 5.

Hertz-Picciotto, I (2011). Can ASC be Caused by Environmental Factors? I Bölte, S och Hallmeyer, J (red.) (2011). Autism Spectrum Conditions. Göttingen: Hogrefe Publishing.

Hulme, C. & Snowling, M.J. (2009). Developmental Disorders of Language Learning and

Cognition. Oxford: Wiley-Blackwell.

Jolliffe, T., & Baron-Cohen, S. (1999). A test of central coherence theory: linguistic

processing in high-functioning adults with autism or Asperger syndrome: is local coherence impaired?. Cognition, (2). 149.

Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An Investigation of Language Impairment in Autism: Implications for Genetic Subgroups. Language and Cognitive Processes, 16:2-3, 287-308.

Maughan, B., & Carroll, J. (2006). Literacy and mental disorders. Current Opinion In

Psychiatry, 19(4), 350-354.

Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental

Neuropsychology, 16(2), 261-270.

Nation, K. (1999). Reading Skills in Hyperlexia: A Developmental Perspective.

Psychological Bulletin, (3). 338.

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of Reading Ability in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, (7). 911.

Nation, K., & Norbury, C. F. (2005). Why Reading Comprehension Fails: Insights from Developmental Disorders. Topics in Language Disorders, 25(1), 21.

Norbury, C., & Nation, K. (2011). Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill. Scientific Studies of Reading, (3). 191.

O'Connor, I. M., & Klein, P. D. (2004). Exploration of Strategies for Facilitating the Reading Comprehension of High-Functioning Students with Autism Spectrum Disorders. Journal of

Autism and Developmental Disorders, (2). 115.

Pennington, B.F. & Ozonoff, S (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51-87.

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, (2010), 40: 890-902.

Reutebuch, C. K., El Zein, F., Kim, M. K., Weinberg, A. N., & Vaughn, S. (2015). Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study. Research in Autism Spectrum Disorders, 996-111.

Salomon, M (2011). What are Executive Functions? I Bölte, S och Hallmeyer, J (red.) (2011).

Autism Spectrum Conditions. Göttingen: Hogrefe Publishing.

Stringfield, S. G., Luscre, D., & Gast, D. L. (2011). Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students with High-Functioning Autism. Focus on Autism

and other Developmental Disabilities, 26(4), 218-229.

Van Riper, I. (2011). The effects of the directed reading-thinking activity on reading comprehension skills of middle school students with autism. Dissertation Abstracts

International Section A, 71, 2404.

Whalon, K. & Hanlon, M.F. (2008). Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder. Education

and Training in Developmental Disabilities, (3), 367.

White, S., Hill, E., Happé, F. and Frith, U. (2009), Revisiting the Strange Stories: Revealing Mentalizing Impairments in Autism. Child Development, 80: 1097–1117.

Zander, E. (2017). Det här är autism. Hämtad 2018-02-15 från http://habilitering.se/om- autismspektrumdiagnos/det-har-ar-autism

Zuccarello, R., Di Blasi, F. D., Zingale, M., Panerai, S., Finocchiaro, M., Trubia, G., Buono., S. & Zoccolotti, P. (2015). Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography. Research in Autism

Spectrum Disorders 17, 126-134.

Åsberg, J. (2009). Literacy and comprehension in school-aged children. studies on autism

and other developmental disabilities. Göteborg : Department of Psychology, University of

Gothenburg, 2009.

Åsberg, J., & Sandberg, A. D. (2010). Discourse Comprehension Intervention for High- Functioning Students with Autism Spectrum Disorders: Preliminary Findings from a School- Based Study. Journal of Research in Special Educational Needs, 10(2), 91-98.

Bilaga 1