Improving Reading Comprehension Skills of Students with Autism Spectrum Disorder: A Supplemental Guide for Early Childhood Educators in Inclusive Settings

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National data trends illustrate more students with Autism Spectrum Disorder (ASD) are provided academic and behavioral services in the inclusive general education environment. Reading is a unique skill in which some young students with ASD perform at or above their typically developing peers. However, as the curriculum shifts from decoding to advanced comprehension, these same students with ASD begin to struggle. One probable reason for this hindrance might be due to the perspective of Theory of Mind and the two cognitive deficits such as Weak Central Coherence and Executive Functioning. This article provides four suggested instructional practices or mini lessons as a supplemental guide that an early childhood educator can implement in a one-on-one type of instruction within an inclusive setting to address these above deficits and ameliorate the comprehension abilities of students with ASD. Lastly, directions for future empirical studies to validate the above four suggested instructional practices are briefly discussed.