“He's Not Really a Reader …”: Perspectives on Supporting Literacy Development in Individuals with Autism

By P. Mirenda. 2003

145 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/58b40a2dcb7ff4b9b35ff1993e7de199680f5c80

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Hsu-Min Chiang
2. S. R. Copeland
3. Yueh-Hsien Lin
4. Elizabeth B. Keefe

In Developmental and Educational Psychology

1. Hsu-Min Chiang
2. S. R. Copeland
3. Yueh-Hsien Lin
4. Elizabeth B. Keefe

In Education

1. Hsu-Min Chiang
2. S. R. Copeland
3. Yueh-Hsien Lin
4. Elizabeth B. Keefe

Citations in the corpus

• What is Literacy? The Power of a Definition (2011, background): “As discussed above, the traditional skill-centered, functional, and individually focused definitions of literacy have dominated the educational landscape (Copeland & Keefe, 2007; Katims, 1994; Kliewer & Biklen, 2007; Mirenda, 2003).”
• Reading Comprehension Instruction for Students With Autism Spectrum Disorders (2007, background): “Mirenda (2003) suggested that most students with autism could benefit from literacy instruction incorporating the use of multiple instructional strategies carefully matched to the stages of literacy development, from beginning to skilled readers (e.g., picture–word matching strategy, games, the use…”