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LITERACY DEVELOPMENT
The Current Situation
Enormous effort goes into teaching language to children with autistic spectrum disorders (ASD). That effort, though, is focused almost exclusively on spoken language. Minimal work is directed towards teaching the other form of language: namely, written language. As a result, literacy in the ASD population is seriously constrained, often to the point of non-existence.
Despite what is commonly thought, the failure is not intrinsic to the children’s limitations. Rather it stems in large measure from the two major systems that dominate the teaching of reading. These are phonics (which concentrates on sound analysis) and whole language (which concentrates on independent writing and complex stories). Neither system is appropriate nor productive for most ASD children and they are particularly ineffective for those children who do not speak.
Our experience has shown us that, with the right program, many ASD children—even those whose behavior would suggest they are extremely limited—share an interest in reading. Indeed, reading is a focus of interest and joy that is unique in the world of ASD children. It is not an exaggeration to say that written language has a magical attraction for ASD children.
Further, once the skills start to develop, the instruction can move on to significantly high levels of language mastery—often levels that are higher than those that can be achieved with spoken language.
There is one proviso: if this is to take place, we need to use techniques that work—techniques that suit the children’s needs, abilities, and motivation. In turn, this is possible only by looking beyond the two major approaches currently in use. When this is done, the vast range of ASD children—even those who are non-speaking—show a desire and skill in reading that is truly amazing and rewarding.
Courtesy of Marion Blank, PhD, Columbia University Medical Center
New York, NY, (212) 305-4663, alight@childpsych.columbia.edu
All Rights Reserved
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