ISSN: 2226-6348
Open access
Reading proficiency is important to help students become better learners and improve their self-esteem. This research investigated the strategies utilized by teachers in the Integrated Special Education Programme (ISEP) in teaching reading skills to students with autism. Specifically, the objectives of this study are to identify teacher’s knowledge, practices, and constraints in teaching reading skills to these students. This quantitative study involved a total of 132 teachers working in the Integrated Special Education Programme in a district in the state of Selangor, Malaysia. They answered a questionnaire which had been adapted from two existing instruments. The data obtained were analyzed descriptively. The results show that the level of knowledge of these teachers in teaching reading to students with autism is at a moderate level (mean 3.05), teacher’s teaching practices at a moderate level (mean 3.04), and teacher’s constraints at a moderate level (mean 2.69). These findings showed that teachers need ongoing training to improve this specific teaching skill. Further research is also needed to investigate the impact of these teachers’ moderate level of teaching skills on the children with autism in their classes.
Abdul, H. M., Nur, E. A., & Nur, A. S. Z. (2019). Pengetahuan Pengajaran Dalam Kalangan Guru Prasekolah. Jurnal pendidikan awal kanak-kanak kebangsaan, 8, 33-41.
Accardo, A. L., Finnegan, E. G., Gulkus, S. P., & Papay, C. K. (2017). Teaching reading comprehension to learners with autism spectrum disorder: Predictors of teacher self-efficacy and outcome expectancy. Psychology in the Schools, 54(3), 309-323.
Afacan, K., Wilkerson, K. L., & Ruppar, A. L. (2017). Multicomponent Reading Interventions for Students with Intellectual Disability. Remedial and Special Education, 39(4), 229–242.
Afflerbach, P. (2016). Reading Assessment. The reading teacher, 69 (4), 413-419.
Alsagoff, S. A. (1981). Pengenalan Pengajaran Individu dengan Tumpuan Khas kepada Modul Pengajaran dan Modul Pembelajaran. Pendidik dan pendidikan, 3(1), 46-57.
Alloway, T., & Lepere, A. (2019). Sustained Attention and Working Memory in Children with Autism Spectrum Disorder. International Journal of Disability, Development and Education, 1-10.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th ed. American Psychiatric Publishing.
Ankrum, J. W., Genest, M. T., & Belcastro, E. G. (2014). The power of verbal scaffolding: “Showing” beginning readers how to use reading strategies. Early Childhood Education Journal 42: 39–47.
Arnold, S., & Reed, P. (2016). Reading assessments for students with ASD: a survey of summative reading assessments used in special educational schools in the UK. Journal of Special Education, 43 (2), 122-141.
Bratsch-Hines, M. E., Vernon-Feagans, L., Varghese, C., & Garwood, J. (2017). Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers. Learning Disabilities Research & Practice, 32(4), 270-283.
Braun, G., & Hughes, M. T. (2020). Examining teachers practice: enhancing reading comprehension for students with autism spectrum disorder. Journal of Teacher Education and Educators, 9(3), 287-307.
Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67-79.
Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955.
Bean, A. F., Perez, B. I., Dynia, J. M., Kaderavek, J. N., & Justice, L. M. (2020). Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills. Journal of Autism and Developmental Disorders, 50(3), 1018–1030.
Capay, M., & Capayova, J. (2019). Teaching Writing and Reading to Children with Autism. IEEE Global Engineering Education Conference (EDUCON), 1250 – 1254.
Chang, Y. C., Holly, M., Menzies., & Osipova, A. (2020). Reading Comprehension Instruction for Students with Autism Spectrum Disorder. International Literacy Association, 1-10.
Cohen, R. A., Mather, N., Schneider, D. A., & White, J. M. (2017). A comparison of schools: teacher knowledge of explicit code-based reading instruction. Reading and Writing, 30, 653-690.
Connor, C. M., Alberto, P. A., Compton, D. L., & O’Connor, R. E. (2014). Improving reading outcomes for students with or at risk for reading disabilities: A synthesis of the contributions from the institute of education sciences research centers. Washington, DC. National Center for Special Education Research, Institute Education Science, U.S. Department of Education.
Delzell, L. A., Browder, D., & Wood, L. (2014). Effects of Systematic Instruction and an Augmentative Communication Device on Phonic Skills Acquisition for Students with Moderate Intellectual Disability Who are Nonverbal. Education and Training in Autism and Developmental Disabilities, 49 (4), 517 – 532.
Duke, N., Pearson, D., Strachan, S., & Billman, A. (2011). Essential elements of fostering and teaching reading comprehension. In A. Farstrup & J. Samuels (Eds.), What research has to say about reading instruction (4th ed., pp. 51–93). International Reading Association.
Dzulkifli, D. N. A. K. (2018). Pengaruh Beban Tugas dan Motivasi Terhadap Keefisienan Kerja Guru Sekolah Menengah di Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 3(2), 77-84.
Englert, C. S., Mariage, T. V., Truckenmiller, A. J., Brehmer, J., Hicks, K., & Chamberlain, C. (2020). Preparing special education preservice teachers to teach phonics to struggling readers: Reducing the gap between expert and novice performance. Teacher Education and Special Education, 43(3), 235–256.
Graham, S., Harris, K. R., Kiuhara, S. A., & Fishman, E. J. (2017). The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers. The Elementary School Journal, 118(1), 82- 104.
Hafizati, H. I., & Suziyani, M. (2021). Kompetensi guru-guru bukan opsyen dalam pengajaran dan pembelajaran pendidikan prasekolah. Jurnal Dunia Pendidikan, 3(2), 377-385.
Hager, K. D., Fiechtl, B. J., Gunn, S. (2020). Assessing Student Performance Using Video Recordings in Field- Based Experiences. Journal on Empowering Teaching Excellence, 4 (2), 7-13.
Halizah, A., & Zaidatun, T. (2019). Kesan Penggunaan Aplikasi Mobil Terhadap Kemahiran Literasi Bahasa Melayu Pelajar Pendidikan Khas Bermasalah Pembelajaran. Innovative Teaching and Learning Journal, 2(2), 1–16.
Hasbrouck, J. E., & Denton, C. A. (2005). The Reading Coach: A How-To Manual for Success. Longmont, CO: Sopris West Education Services.
Harris, L. R., & Aprile, K. T. (2015). ‘I can sort of slot into many different roles: examining teacher aide roles and their implications for practice’. School Leadership & Management, 35(2), 140 -162.
Henderson, L. M., Clarke, P. J., & Snowling, M. J. (2014). Reading comprehension impairments in Autism Spectrum Disorders. L’Anne?e Psychologique, 114(4), 779–797.
Hochberg, E. D., & Desimone, L. M. (2010). Professional development in the accountability context: Building capacity to achieve standards. Educational Psychologist 45, 89-106.
Kemal, A., Wilkerson, K. L., & Ruppar, A. L. (2017). Multicomponent Reading Interventions for Students with Intellectual Disability. Remedial and Special Education, 39(4), 229–242.
Kementerian Pendidikan Malaysia (Malaysian Ministry of Education). (2017). Dokumen standard kurikulum dan pentaksiran: Asas 3M. Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia.
Kenner, B. B., Terry, N. P., Friehling, A. H., & Namy, L. L. (2017). Phonemic awareness development in 2.5- and 3.5-year-old children: An examination of emergent, receptive, knowledge and skills. Reading and Writing, 30 (7), 1575–1594.
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607 -610.
Kretlow, A. G., & Blatz, S. L. (2011). The ABCs of evidence-based practice for teachers. TEACHING Exceptional Children, 43(5), 8–19.
Kristi, J., Piret, S., & Mikko, A. (2022). General and special education teachers’ knowledge about reading comprehension processes and instructional practices. Reading and Writing, 35, 2229 – 2256.
Lau, S. C., & Tahar, M. M. (2021). Penggunaan Peralatan Multisensori Buku Audio Dalam Meningkatkan Minat Murid-murid Masalah Pembelajaran Terhadap Membaca. Jurnal Dunia Pendidikan, 3 (1), 530-536.
Lin, C. S. (2014). Early language learning profiles of young children with autism: Hyperlexia and its subtypes. Research in Autism Spectrum Disorders, 8(3), 168–177.
Loi, S. W., & Mohd-Yasin, M. H. (2017). Teacher Training to Increase Teacher's Competency in Teaching Autism Child. Journal of ICSAR, 1(1), 1-5.
Makin, L., & Whitehead, M. (2004). How to develop children’s early literacy. Paul Chapman Publishing.
Mayton, M. R., Wheeler, J. J., Menendez, A. L., & Zhang, J. (2010). An analysis of evidence-based practices in the education and treat- ment of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(4), 539–551.
Mazzotti, V. L., Rowe, D. R., & Test, D. W. (2012). Navigating the evidence-based practice maze: resources for teachers of secondary learners with disabilities. Intervention in School and Clinic, 48(3), 159–166.
McIntyre, N. S., Solari, E. J., Grimm, R. P., Lerro, E., Gonzales, J. E., & Mundy, P. C. (2017). A comprehensive examination of reading heterogeneity in students with high functioning autism: Distinct reading profiles and their rela- tion to autism symptom severity. Journal of Autism and Developmental Disorders, 47(4), 1086–1101.
McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., Oswald, T., & Mundy, P. C. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(9), 2838–2860.
Mohd, J. A. R., & Alias, A. (2021). Kesedaran guru pendidikan khas terhadap latihan berkaitan autisme. Jurnal Dunia Pendidikan, 3 (2), 113-118.
Mohamed, N. N., & Khairuddin, K. K. (2022). Tahap kesediaan guru terhadap penggunaan kaedah bermain sambil belajar bagi murid berkeperluan khas pembelajaran. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(1), 132-144.
Mufidah, D. M. (2022). Tahap penggunaan multimedia bagi pdpc kemahiran membaca dalam kalangan guru pemulihan khas. Akademika, 92 (1), 45 – 57.
Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorder, 36(7), 911– 999.
Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers and Education, 128, 330-344.
Ostrolenk, A., Forgeot d’Arc, B., & Mottron, L. (2018). Autistic children at the age of diagnosis are more interested in letters than typical children. The 17th International Society for Autism Research Conference. Rotterdam, Netherlands.
Radford, J., Bosanquet, P., Webster, R., Blatchford, P. (2015). Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction, 36, 1–10
Riduwan. (2012). Skala Pengukuran Variable-variable: Penelitian. Alfabeta.
Robabeh, A., & Sadraddin, S. (2020). Relationship between Teachers’ Time Management Skills and Job Stress in Girls’ Schools in Ardabil City. Teacher Professional Development, 5(1), 87-102.
Sala, R. T., & Valios, V. C. (2019). Children with autism and picture books: extending the reading experiences of autistic learners of primary age. Literacy UKLA, 00(0), 1- 7.
Sandi, M., & Wahyu, K. (2019). Pengaruh Penerapan Metode VAKT (Visual, Auditory, Kinesthetic, Tactile) Terhadap Peningkatan Kemampuan Membaca Permulaan Pada Siswa Kelas I Sekolah Dasar. Anfusina: Journal of Psychology, 2 (1), 61-78.
Saripah, G. H. (2019). Pentaksiran alternatif sekolah rendah(pasr) membantu kemenjadian murid pendidikan khas sekolah rendah. International Conference On Special Education In Southeast Asia Region, 566- 575.
Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: The knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28-54.
Syed, K. S. A., Mohd, F. H. H., & Habib, M. S. (2017). Tekanan dan Kepuasan Kerja dalam Kalangan Guru Pendidikan Jasmani. Journal of Global Business and Social Entrepreneurship (Gbse), 1(1), 122-135.
The Government of the United States of America. (2002). No Child Left Behind Act of 2001. (P.L. 107-110).
Thomas, S., & Verghis, L. (2018). Reading assessment. IJRAR 5 (4), 48- 54.
Toran, H., Mohd, H. M. Y., Mohd, M. T., & Norani, S. (2010). Tahap latihan, pengetahuan dan keyakinan guru-guru pendidikan khas tentang autisme (special educators’ level of training, knowledge and confidence of autism). Jurnal Pendidikan Malaysia, 35 (1), 19-26.
Toran, H., Westover, J. M., Kamaralzaman, S., Mohamed, S., & Mohd-Yasin, M. H. (2016). The preparation, knowledge and self-reported compentecy of special education teachers regarding students with autism. Pertanika J. Soc. Sci. & Hum, 24 (1), 185-196.
U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. (2017). National Assessment of Educational Progress Reading Report Card. https://www.nationsreportcard.gov/read-ing_2017/#/nation/scores?grade=4.
Van den Hurk, H. T. G., Houtveen, A. A. M., & Van de Grift, W. J. C. M. (2017). Does teachers’ pedagogical content knowledge affect their fluency instruction? Reading and Writing, 30, 1231– 1249.
Warhurst, C., Nickson, D., Commander, J., & Gilbert, K. (2014). ‘Role stretch’: Assessing the blurring of teaching and non-teaching in the classroom assistant role in Scotland. British Educational Research Journal, 40(1), 170–186.
Washburn, K. E., Mulcahy, C. A., & Musante, G. (2017). Novice teachers’ knowledge of reading-related disabilities and dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
Washburn, K. E., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17(2), 165–183.
Whalon, K. J., & Hart, J. E. (2011). Children with autism spectrum disorder and literacy instruction: an exploratory study of elementary inclusive settings. Remedial and Special Education, 32 (3), 243–255.
Williams, J., & Dikes, C. (2015). The implications of demographic variables as related to burnout among a sample of special education teachers. Education, 135(3), 337-345.
Yilmaz, M. (2019). Okuma gu?c?lu?g?u? ve tedavisi. Gece Akademi.
Yusuf, Y., Tahar, M. M., & Nashoba, M. H. M. (2018). Keberkesanan Intervensi Membaca Secara Berulang Bersama Rakan Pembaca terhadap Kefasihan Membaca Murid Bermasalah Pembelajaran ,4 (1), 52-58.
Yuzaila, B. Y., Mohd, M. B. T., & Mohd, H. B. M. N. (2018). Keberkesanan Intervensi Membaca Secara Berulang Bersama Rakan Pembaca terhadap Kefasihan Membaca Murid Bermasalah Pembelajaran. Jurnal Ortopedagogia, 4(1), 52-58.
Zamri, M., Nik, M. R. N. Y., & Juliawati, I. (2009). Perbandingan gaya pengajaran guru Bahasa Melayu dan guru Bahasa Inggeris. Jurnal Pendidikan Malaysia, 34(1), 67–92.
Zhang, S., & Joshi, R. M. (2019). Profile of hyperlexia: Reconciling conflicts through a systematic review and meta-analysis. Journal of Neurolinguistics, 49, 1–28.
In-Text Citation: (Ling & Toran, 2023)
To Cite this Article: Ling, O. E., & Toran, H. (2023). The Practices of Special Education Teachers in Improving the Reading Skill of Students with Autism. International Journal of Academic Research in Progressive Education and Development, 12(2), 730–751.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode