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Abstract

Children with developmental disabilities such as autism spectrum disorder (ASD), like all children, deserve an opportunity to access effective literacy instruction. There is growing support for the provision of the same kind of literacy instruction that is helpful for any beginning, at-risk, or low progress reader consistent with the earlier recommendations of the National Reading Panel (NRP; National Institute of Child Health and Human Development, 2000). The NRP and other national reviews have highlighted that effective and comprehensive literacy instruction includes key elements known as the ‘Big Five’: phonemic awareness, phonics, vocabulary, reading fluency, and reading comprehension skills. A handful of studies have shown the efficacy of literacy instruction based on one or some of these elements for children with ASD. However, very few studies have attempted to provide comprehensive literacy instruction across all Big Five elements. Associate Professor Joanne Arciuli will provide an overview of this topic and discuss efficacy studies of literacy instruction using the free and comprehensive computer-based ABRACADABRA program.

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