MLS Educational Research (MLSER)
Vol. 4 Núm. 1 (2020)
ISSN: 2603-5820
Estrategias de lectura para la enseñanza de las habilidades lectoras en las personas con TEA de alto funcionamiento
Publicado Apr 16, 2020
Resumen
El presente artículo investiga sobre las diferentes estretegias de lectura que existen para las personas con Trastorno del Espectro Autista (TEA) de nivel 1. En primer lugar, se lleva a cabo una revisión del término TEA desde sus inicios con Kanner y Asperger hasta la actualidad. También se ha realizado un estudio sobre diferentes autores que señalan la importancia de la lectura en las personas con TEA. El objetivo principal de esta investigación es conocer las diferentes estrategias de lectura que pueden aplicarse con el método global para fomentar la enseñanza de la lectura de las personas con TEA de alto funcionamiento. La investigación es una revisión bibliográfica sobre las habilidades y estrategias de lectura en el TEA. Para ello se ha realizado una búsqueda en inglés en diferentes revistas científicas de educación. Todos los artículos seleccionados trataban sobre la Educación Primaria y el TEA de alto funcionamiento. Los resultados obtenidos ponen de manifiesto las diferentes estrategias que pueden llevarse a cabo. Debido a las diferentes estrategias que se pueden encontrar y a las discrepancias que existen entre los autores, es conveniente que las habilidades de lectura en las personas con TEA de nivel 1 sean enseñadas con el método global y adaptando las estrategias que existen a las características de cada persona.
Palabras clave:
Estrategias de lectura, TEA, método global
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Cómo citar
Pinto Díaz, C. (2020). Estrategias de lectura para la enseñanza de las habilidades lectoras en las personas con TEA de alto funcionamiento. MLS Educational Research (MLSER), 4(1), 57–72. https://doi.org/10.29314/mlser.v4i1.299
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American Pshychiatric Association (1987). Diagnostic and Statistical Manual of Mental Disorders (3rd edition revised). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th edition). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4th edition revised). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (2014). Diagnostic and Statistical Manual of Mental Disorders (5th edition). Washintong D.C.: Editorial Médica Panamericana.
Artigas-Pallares, J. y Paula, I. (2012). El autismo 70 años después de Leo Kanner y Hans Asperger. Revista de la Asociación Española de Neuropsiquiatría, 32(115), 567-587. doi: 10.4321/S0211-57352012000300008.
Asberg, J., Dahlgren, S. y Sandberg, A. D. (2008). Basic Reading skills in high-functioning Swedish children with Autism Spectrum Disorders or Attention Disorder. Research in Autism Spectrum Disorders, 2, 95–109.
Asperger, H. (1944). Die ‘autistischen Psychopathen’ im Kindesalter. Archiv für Psychiatrie und Nervenkrankheiten, 117, 76–136.
Axe, J. B., y Sainato, D. M. (2010). Matrix training of preliteracy skills with preschoolers with autism. Journal of Applied Behavior Analysis, 43(4), 635-652. doi: 10.1901/jaba.2010.43-635.
Bailey, B., Arciuli, J. y Stancliffe, R. (2017). Effects of ABRACADABRA instruction on spelling in children with Autism Spectrum Disorder. Scientific Studies of Reading, 21(2), 146-164. doi: 10.1080/10888438.2016.1276183.
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Flores, M. y Ganz, J. (2007). Effectiveness of Direct Instruction for teaching statement inference, use of facts and anologies to students with Developmental Disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251.
Flores, M. et al. (2013). Teaching reading comprehension and language skills to students with Autism Spectrum Disorders and Developmental Disabilities using Direct Instruction. Journal of Education and Training in Autism and Developmental Disabilities, 48(1), 41-48.
Frith, U. (1989). Autism: Explaining the enigma. Boston, MA: Blackwell.
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Happé, F. y Frith, U. (2006). The weak coherence account: detail focused cognitive style in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 36, 5-25. doi:10.1007/s10803-005-0039-0
Head, C., Flores, M. y Shippen, M. (2018). Effects of Direct Instruction on reading comprehension for individuals with Autism or Developmental Disabilities. Journal of Education and Training in Autism and Developmental Disabilities, 53(2), 176-191
Heimann, M., Nelson, K. E., Tjus, T. y Gillberg, C. (1995). Increasing reading and communication skills in children with Autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459–480.
Hervás, A. (2016). Un autismo, varios autismos. Variabilidad fenotípica en los trastornos del espectro autista. Revista de Neurología, 62(1), 9-14. doi: 10.33588/rn.62S01.2016068.
Huemer, S. V. y Mann, V. (2010). A comprehensive profile of decoding and comprehension in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 40, 485–493.
Kamps, D., Barbetta, P., Leonard, B. y Delquadri, J. (1994). Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with Autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child: Journal of Psychopathology, Psychotherapy, Mental Hygiene, and Guidance of the Child, 2, 217–250.
Kanner L. (1951). The conception of wholes and parts in early infantile autism. American Journal of Psychiatry, 108, 23-6.
Kanner L. (1954). To what extent is early infantile autism determined by constitutional inadequacies? Resarch Publication-Association for Researh in Nervous and Mental Disorders, 33, 378-85.
Kim, S., Rispoli, M., Lory, C., Gregori, E. y Brodhead, M. (2018). The effects of a shared reading intervention on narrative story comprehension and task engagement of students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorder, 48, 3608-3622. doi: 10.1007/s10803-018-3633-7.
LaBarbera, R. y Soto-Hinman, I. (2009). Toward a model of promoting literacy for students with Autism Spectrum Disorder in the general education classroom. Forum on Public Policy, 2009(1), 1-14.
Ledford, J., Gast, D., Luscre, D. y Ayres, K. (2008). Observational and incidental learning by children with Autism during small group instruction. Journal of Autism and Developmental Disorder, 38, 86-103. doi: 10.1007/s10803-007-0363-7
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Piasta, S. B., Connor, C. M., Fishman, B. J. y Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13, 224–248.
Podhajski, B., Mather, N., Nathan, J. y Sammons, J. (2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42, 403–417.
Ricketts, J., Jones, C. R., Happé, F. y Charman, T. (2013). Reading comprehension in Autism Spectrum Disorders: the role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43, 807–816.
Robledo, J. (2017). Facilitating local understanding and literacy development for students with Autism Spectrum Disorder throught teacher training. International JournaL Of Whole Schooling, 13(2), 47-62.
Roux, C., Dion, E., Barrette, A., Dupéré, V. y Fuchs, D. (2015). Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder. Remedial and Special Education, 36(3), 131-142. doi: 10.1177/0741932514533998
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American Pshychiatric Association (1968). Diagnostic and Statistical Manual of Mental Disorders (2nd edition). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (1980). Diagnostic and Statistical Manual of Mental Disorders (3rd edition). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (1987). Diagnostic and Statistical Manual of Mental Disorders (3rd edition revised). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th edition). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4th edition revised). Washintong D.C.: Editorial Médica Panamericana.
American Pshychiatric Association (2014). Diagnostic and Statistical Manual of Mental Disorders (5th edition). Washintong D.C.: Editorial Médica Panamericana.
Artigas-Pallares, J. y Paula, I. (2012). El autismo 70 años después de Leo Kanner y Hans Asperger. Revista de la Asociación Española de Neuropsiquiatría, 32(115), 567-587. doi: 10.4321/S0211-57352012000300008.
Asberg, J., Dahlgren, S. y Sandberg, A. D. (2008). Basic Reading skills in high-functioning Swedish children with Autism Spectrum Disorders or Attention Disorder. Research in Autism Spectrum Disorders, 2, 95–109.
Asperger, H. (1944). Die ‘autistischen Psychopathen’ im Kindesalter. Archiv für Psychiatrie und Nervenkrankheiten, 117, 76–136.
Axe, J. B., y Sainato, D. M. (2010). Matrix training of preliteracy skills with preschoolers with autism. Journal of Applied Behavior Analysis, 43(4), 635-652. doi: 10.1901/jaba.2010.43-635.
Bailey, B., Arciuli, J. y Stancliffe, R. (2017). Effects of ABRACADABRA instruction on spelling in children with Autism Spectrum Disorder. Scientific Studies of Reading, 21(2), 146-164. doi: 10.1080/10888438.2016.1276183.
Benitez, P., Català, M. y Domeniconi, C. (2016). Menores con autismo y discapacidad intelectual que aprenden a leer y escribir. Apuntes de Psicología, 34(1), 37-46.
Bleuler, E. (1911). Dementia Praecox or the Group of Schizophrenias. Nueva York: International University Press.
Braun, G., Austin, C. y Ledbetter, K. (2017). Practice Guide: Explicit Instruction in reading comprehension for students with Autism Spectrum Disorder. Washington, DC: US Department of Education, Office of Special Education Programs.
Browder, D., Root, J., Wood, L. y Allison, C. (2017). Effects of a Story-Mapping procedure using the iPad on the comprehension of narrative texts by students with Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 32(4), 243-255. doi: 10.1177/1088357615611387.
Browder, D., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L. y Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.
Brown, H. M., Oram-Cardy, J. y Johnson, A. (2013). A metaanalysis of the reading comprehension skills of individuals on the Autism Spectrum. Journal of Autism and Developmental Disorders, 43, 932–955.
Carr, E., Levin, L., McConnachie, G., Carlson, J., Kemp, D. y Smith, C. (1996). Intervención comunicativa sobre los problemas de comportamiento. Madrid: Alianza.
Coleman, M., Cherry, R., Moore, T., Park, Y. y Cihak, D. (2015). Teaching Sight Words to elementary students with Intellectual Disability and Autism: a comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting. Journal of Intellectual and Developmental Disabilities, 53(3), 196-210. doi: 10.1352/1934-9556-53.3.196
Ehri, L. (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188. doi: 10.1207/s1532799xssr0902_4.
Estes, A., Rivera, V., Bryan, M., Cali, P. y Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052.
Flores, M. y Ganz, J. (2007). Effectiveness of Direct Instruction for teaching statement inference, use of facts and anologies to students with Developmental Disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251.
Flores, M. et al. (2013). Teaching reading comprehension and language skills to students with Autism Spectrum Disorders and Developmental Disabilities using Direct Instruction. Journal of Education and Training in Autism and Developmental Disabilities, 48(1), 41-48.
Frith, U. (1989). Autism: Explaining the enigma. Boston, MA: Blackwell.
Frith, U. y Happé, F. (1994). Autism: Beyond “theory of mind.” Cognition, 50, 115–132. doi:10.1016/0010-0277(94)90024-8
González, M. (2006). Materiales para el apoyo al profesorado. En C. M. Vázquez y M. I. Martínez (Coords.). Los trastornos generales del desarrollo. Una aproximación desde la práctica. Colección de materiales de apoyo al profesorado, p. 7. Sevilla: Consejería de Educación.
Grindle, C., Hughes, J., Saville, M., Huxley, K. y Hastings, R. (2013). Teaching early reading skills to children with AUTISM using Mimiosprout early reading: MimioSprout for children with autism. Behavioral Interventions, 28(3), 203-224. doi: 10.1002/bin.1364.
Happé, F. y Frith, U. (2006). The weak coherence account: detail focused cognitive style in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 36, 5-25. doi:10.1007/s10803-005-0039-0
Head, C., Flores, M. y Shippen, M. (2018). Effects of Direct Instruction on reading comprehension for individuals with Autism or Developmental Disabilities. Journal of Education and Training in Autism and Developmental Disabilities, 53(2), 176-191
Heimann, M., Nelson, K. E., Tjus, T. y Gillberg, C. (1995). Increasing reading and communication skills in children with Autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459–480.
Hervás, A. (2016). Un autismo, varios autismos. Variabilidad fenotípica en los trastornos del espectro autista. Revista de Neurología, 62(1), 9-14. doi: 10.33588/rn.62S01.2016068.
Huemer, S. V. y Mann, V. (2010). A comprehensive profile of decoding and comprehension in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 40, 485–493.
Kamps, D., Barbetta, P., Leonard, B. y Delquadri, J. (1994). Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with Autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child: Journal of Psychopathology, Psychotherapy, Mental Hygiene, and Guidance of the Child, 2, 217–250.
Kanner L. (1951). The conception of wholes and parts in early infantile autism. American Journal of Psychiatry, 108, 23-6.
Kanner L. (1954). To what extent is early infantile autism determined by constitutional inadequacies? Resarch Publication-Association for Researh in Nervous and Mental Disorders, 33, 378-85.
Kim, S., Rispoli, M., Lory, C., Gregori, E. y Brodhead, M. (2018). The effects of a shared reading intervention on narrative story comprehension and task engagement of students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorder, 48, 3608-3622. doi: 10.1007/s10803-018-3633-7.
LaBarbera, R. y Soto-Hinman, I. (2009). Toward a model of promoting literacy for students with Autism Spectrum Disorder in the general education classroom. Forum on Public Policy, 2009(1), 1-14.
Ledford, J., Gast, D., Luscre, D. y Ayres, K. (2008). Observational and incidental learning by children with Autism during small group instruction. Journal of Autism and Developmental Disorder, 38, 86-103. doi: 10.1007/s10803-007-0363-7
McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five. Reading and Writing: An Interdisciplinary Journal, 22, 401–423.
Martínez, M. J. (2017). Cómo favorecer el proceso de lectura emergente en niños con TEA escolarizados en aulas abiertas específicas en centros ordinarios a través del Método TEACCH. Publicaciones didácticas, 80, 461-482.
Mayes, S. D. y Calhoun, S. L. (2003). Ability profiles in childrenwith Autism: influence of age and IQ. Autism, 6, 65–80.
Miguel, C., Yang, H., Finn, H. y Ahearn, W. (2009). Establishing derived textual control in activity schedules with children with autism. Journal of Applied Behavior Analysis, 42(3), 703-709. doi: 10.1901/jaba.2009.42-703.
Montfort, M. y Juárez, A. (2004). Leer para hablar: la adquisicion del lenguaje escrito en niños con alteraciones del desarrollo y/o del lenguaje. Madrid: Entha.
Nation, K., Clarke, P., Wright, B. y Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919.
Nation, K. y Norbury, C. (2005). Why reading comprehension fails: insights from Developmental Disorders. Topics in Language Disorders, 25, 21–32.
Newman, T. M., Macomber, D., Naples, A. J., Babita, T., Volkmar, F. y Grigorenko, E. L. (2007). Hyperlexia in children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 37, 760–774.
Norbury, C., y Nation, K. (2011). Understanding variability in reading comprehension in adolescents with Autism Spectrum Disorders: interactions with language status and decoding skill. Scientific Studies of Reading, 15, 191–210.
Omar, S. y Bidin, A. (2015). The impact of multimedia graphic and text with Autistic learners in reading. Universal Journal of Education Research, 3(12), 989-996. doi: 1013189/ujer. 2015. 031206
Pennington, R. C. (2010). Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature. Focus on Autism and Other Developmental Disabilities, 25(4), 239-248.
Piasta, S. B., Connor, C. M., Fishman, B. J. y Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13, 224–248.
Podhajski, B., Mather, N., Nathan, J. y Sammons, J. (2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42, 403–417.
Ricketts, J., Jones, C. R., Happé, F. y Charman, T. (2013). Reading comprehension in Autism Spectrum Disorders: the role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43, 807–816.
Robledo, J. (2017). Facilitating local understanding and literacy development for students with Autism Spectrum Disorder throught teacher training. International JournaL Of Whole Schooling, 13(2), 47-62.
Roux, C., Dion, E., Barrette, A., Dupéré, V. y Fuchs, D. (2015). Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder. Remedial and Special Education, 36(3), 131-142. doi: 10.1177/0741932514533998
Saldaña, D. (2008). Teoría de la mente y lectura en las personas con trastornos del espectro autista: hipótesis para una relación compleja. Revista de Logopedia, Foniatría y Audiología, 28(2), 117-125.
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