“Heʼs Not Really a Reader …”

Abstract

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.

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