The work of teaching writing and reading to children with early childhood autism is very complex and lengthy. Replacing verbal abstract images with visual ones greatly facilitates the learning of an autistic child, so real objects, pictures, printed words are used at all stages.

Teaching reading to children with ASD is carried out in three areas:

1. analytical-synthetic (letter by letter) reading;
2. syllable reading;
3. global reading.

The lesson can be built according to the principle of alternating all three directions.

Global reading

Education global reading allows you to develop impressive speech and thinking of the child before mastering pronunciation. In addition, global reading develops visual attention and memory. The essence of global reading is that a child can learn to recognize written words as a whole, without isolating individual letters. When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the student can correlate the object and its image, select paired objects or pictures.

TYPES OF JOBS:

1. Reading automated engrams(name of the child, names of his relatives, nicknames of pets). It is convenient to use the family photo album as didactic material, providing it with appropriate printed inscriptions. On some cards, the inscriptions are duplicated. The child learns to select the same words, then the captions for photographs or drawings in the album are closed. The student is required to “recognize” the necessary inscription on the card from memory and put it to the drawing. The closed word is opened and compared with the selected signature.

2. Word reading. Pictures are selected for all the main lexical topics(toys, dishes, furniture, vehicles, domestic and wild animals, birds, insects, vegetables, fruits, clothes, food, flowers) and are supplied with signatures.

It's good to start with the topic "Toys". First, we take two tablets with words that are different in spelling, for example, “doll” and “ball”. You can’t take words that are similar in spelling, for example, “bear”, “car”. We begin to put signs for toys or pictures ourselves, saying what is written on them. Then we offer the child to put a sign to the desired picture or toy on their own.

After memorizing two tablets, we begin to gradually add the following. The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Understanding written instructions . Sentences are made using different nouns and the same verb.

Suggestions could be as follows:

1. body diagram (“Show your nose”, “Show your eyes”, “Show your hands”, etc. - it’s convenient to work in front of a mirror here);
2. room plan (“Come to the door”, “Come to the window”, “Come to the closet”, etc.). Presenting the cards, we draw the child's attention to the different spelling of the second words in the sentences.

4. Reading sentences. Suggestions are made for a series of plot pictures in which one character performs different actions:

1. The cat is sitting.
2. The cat is sleeping.
3. The cat is running.

You can use tablets to teach autistics to read also when studying colors, when determining the size, quantity.

By syllable reading

In order to compile a sufficient number of syllabic tables, you need to know the main types of syllables:

• open: consonant + vowel (pa, mo);
• closed: vowel + consonant (ap, om).

In the table, one consonant letter can be taken in combination with different vowels (la, lo, lu ...) or one vowel with different consonants (an, ak, ab ...).

TYPES OF JOBS:

1.Reading syllable tables from open syllables. Tables are made according to the lotto principle with paired pictures. The child chooses a syllable on a small card and places it on the corresponding syllable on a large card. At the same time, the teacher clearly pronounces what is written, making sure that the child’s gaze at the moment of pronunciation is fixed on the adult’s lips.

2. Reading syllable tables composed of closed syllables. Plastic vowels and consonants are selected, which are superimposed on top of the written letters. The vowels are pronounced lingeringly, and the plastic letters corresponding to them move to the consonants, that is, "go to visit them."

3. Reading syllabaries where letters are written at a considerable distance(10-15 cm) apart. A thick thread or elastic band is smoothly stretched between the letters (the elastic band is usually more like children, but if its “clicking” scares the child, it is better to take a thread).

L-A N-O

The tip of the elastic band, tied into a knot, is pressed by the child with a finger or palm to the consonant letter, and with the other hand, the free end of the elastic band is pulled to the vowel. The teacher voices the syllable: while the rubber band is stretching, a consonant sound is pronounced for a long time, when the elastic band clicks, a vowel is added (for example: “nnn-o”, “lll-a”).

Analytical-synthetic reading

First of all, we form the skill of sound-letter analysis of the beginning of a word. Developing this skill requires a large number exercises, so you need to make a sufficient number of didactic aids so that the classes are not monotonous for the child.

TYPES OF JOBS:

1. On a large card with clear pictures (various lottos can be used), the child lays out small cards with the initial letters of the names of the pictures. First, we give him considerable help: we clearly name the letters, holding the card so that the child can see the movements of the lips; with the other hand we show a picture on a large map. Continuing to pronounce the sound, we bring the letter closer to the child (so that he can follow the movement of the letter with his eyes, you can use a piece of goodies, as when working with paired pictures), then give the card with the letter to the student (he eats the delicacy at the time of transmission). Using the teacher's hint in the form of a pointing gesture, the child puts the letter on the corresponding picture. Over time, he must learn to independently lay out all the letters on the right pictures.

The reverse version of the game is possible: on a large card, initial letters are printed from words denoting pictures on small cards.

2. Small printed cards are made(approximately 2x2 cm). In the corner, they are stitched with a stapler with two or three staples. With the help of a magnet, the child “catches a fish”, that is, letters, and we clearly pronounce them. This exercise helps to fix the child's gaze on the letter for a longer time and allows you to expand the range of his arbitrary actions.

3. We select pictures for certain sounds. On landscape sheets, we print large letters selected for study. We set two letters at different corners of the table. The child lays out the pictures offered to him, the names of which begin with the sounds corresponding to the letters. Initially, you can support the child’s hands and help him find the right “house”. It is better to select pairs of letters that denote as contrasting sounds as possible.

4. When teaching autistics to read, there must be a manual that the child can take at any time and view it as he wants. An alphabet album, in which we gradually sketch pictures for a certain sound, can become such a tool. It is better to draw in such a way that the child sees the process of filling in the pages, while discussing and discussing the drawings with him. Since the album can quickly wear out, you do not need to spend a lot of time on drawings, and if necessary, restore damaged pages.

When a child learns to hear the beginning of a word, work can begin on the formation of a sound-letter analysis of the end of a word.

TYPES OF JOBS:
1. Pictures are drawn on a large map, the names of which end with a certain sound. Next to the picture is a “window” with the last letter of the word written in large letters. We highlight the end of the word with our voice, the child puts a plastic letter on the one printed in the "window".

Notes: for the exercise, you cannot use paired voiced consonants (B, C, D, 3, D, G), since they are stunned at the end and the sound does not match the letter; iotized vowels (I, E, E, Yu) cannot be used, since their sound also does not correspond to the letter designation.

2. The corresponding word is placed under the picture. We pronounce it clearly, emphasizing the last sound. The child finds the right one among several plastic letters and puts it on the last letter in the word.

Complex exercises

Very useful exercises for teaching autistics to read, combining elements of global and letter-by-letter reading. Cards are made (a convenient format is half a landscape sheet) with pictures and corresponding words. The words are printed in a font that matches the height of the plastic letters in size. The child looks at the word under the picture and puts the same plastic letters on top. The teacher reads the word clearly. Then the word assembled from the letters is shifted from the card to the table, the name of the picture printed on paper is closed, and the child is asked to determine under which picture the same word as on his table. First, the child makes a choice from two cards, then from 3-4. When the choice is made, the word under the picture is opened and compared with the sample on the table.

Posted by Lizaveta Sun, 04/09/2016 - 00:00

Description:

The program developed by Downside Up specialists for the formation of speech means of communication in children with Down syndrome is described. It takes into account the initial children's vocabulary and creates opportunities for the implementation of the active position of parents in the process of teaching the child. The program assumes the presence of two stages, teaching and developing, which allows you to start work taking into account the age and level of development of the child.

Publication date:

30/08/16

main period. Development of active speech using the method of global reading

From the profile of psychomotor development of children with Down syndrome, it is known that visual perception and visual memory are their strengths. This makes it possible to use visual stimuli to activate the baby's own speech. Such incentives include not only toys, pictures and gestures, but also tablets with words written on them. It is important to understand that the use of signs allows you to see the word, which other methods of visual support do not provide. The method of teaching children global reading as a means of visual support for mastering active speech has long been used by domestic and foreign experts. Children at an early age learn to read by perceiving the whole word written on the tablet.

It is necessary to start classes on teaching global reading, on the one hand, quite early, and on the other hand, taking into account the readiness of the child for classes. This readiness is manifested in the following parameters:

• in speech comprehension (the child understands 50 or more words);
• in the ability to select pairs: a picture for a picture, a picture for a toy;
• in the presence of interest (the child looks at pictures, books, recognizes images).

The formation of these skills is the task of the preparatory stage described above.

Stages of learning global reading

1. Learning to read words.
2. Composing a phrase from 2-3 familiar words.
3. Drawing up a story based on a series of 2-4 familiar pictures.

Classes at each stage involve the use of a specific set of pictures, tablets, maps to compose a phrase and to work on a syllabic structure. IN methodological guide the skills of the child necessary for the transition to the next stage of classes are clearly spelled out. The use of checklists, in which an adult notes the child's progress (speech comprehension, active vocabulary), allows not only the specialist, but also the parents to choose the right speech material, as well as determine at what stage the baby is and when you can move on to the next. In addition to specific methodological recommendations, additional exercises and games are described, during which you can consolidate new skills.

• subject pictures.
• Simple plot pictures with some character performing various actions (for example, “bunny eats”, “bunny sleeps”, “bunny goes”), and a set of pictures with another character performing the same actions. Plot pictures should be concise, without unnecessary, distracting details.
• Paired tablets for subject and plot pictures with words written on them.
• Cards for composing phrases from 2 and 3 words.
• "Palm cards" for mastering the syllabic structure of the word.

Stage of learning to read words

1st step. Selection of paired tablets with words

• understands the meaning of these words (learns pictures, corresponding objects, can answer the questions “Where ...?”, “Show me ...”);
• knows how to select paired pictures, play loto, can fulfill the request “Find the same picture”;
• understands the meaning of the gesture "the same".

At this stage, the child learns to place a sign next to the corresponding picture. The adult puts three familiar pictures in front of the child. Then, in turn, he offers the baby tablets with the word, calls this word himself and asks him to put it on the corresponding picture. At first, it can be difficult for a child to carry out the action itself (move the sign to the picture), so some time should be devoted to the formation of this skill.

To organize the first lessons, we suggest choosing pictures with images that are significant for the baby, usually these are photos of close adults - mom, dad, grandmother and the child himself. Then, when the tablets with words are laid out under the pictures, the adult presents one of the paired tablets and asks the child to find the same. It is very important at this moment not to name the word (“Find where mom is”), then the child will be guided by the image. If on preparatory stage the child has learned to distinguish pictures, select pairs, he is familiar with the concept of “same”, “same”, then, as a rule, it is not difficult for him to transfer the skill to work with tablets with words.

For exercises at this stage, not only words-names are selected, but also words-actions (if they are familiar to the child and he can voice them in some way). To work with action words, simple plot pictures or photographs are selected.

2nd stage. Selecting a plate with a word from several (word recognition)

You can start this task if the child has the following skills:

• recognizes the image in the picture;
• can play loto and match paired pictures;
• can fulfill the request: "Find the same picture";
• knows how to answer the question / understands the meaning of the question “Are they the same?”.

The kid learns to recognize the word written on the plate and correlate it with the image in the picture. For classes at this stage, the words that the child met at the previous stage are suitable. An adult shows the child a picture, names it and offers to choose the appropriate word from two tablets with words. The child chooses a tablet and puts it to the picture. Another version of the exercise: sign the pictures on the back, put a few pieces in front of the child and ask them to find a particular word, for example, “bear”. After that, together with the child, turn the picture face up and check if the picture really shows a bear. To simplify the task, you can select words that are different in length and sound composition, for example, “bear” and “soup”.

3rd step. Naming a word

You can start this task if the child has the following skills:

• selects paired tablets with words to each other;
• chooses the right word from several tablets.

This stage is a repetition and consolidation of the material learned earlier, and therefore it often happens that by this time the child calls the word the way it is written on the tablet.

In the Downside Up classes, word reading exercises are an integral part of the group lessons of the second year adaptation group (for children 2-3 years old) and supportive learning groups (for children 3-6 years old). On the speech therapy part of the frontal lesson, children work in turn with pictures, photos, tablets, lotto cards. An obligatory element of the lesson is work with individual albums (“speaking” and an album on global reading). In addition, children attending a supportive learning group are engaged in individual sessions with a speech therapist, where a specialist has the opportunity to choose exercises for each child, depending on his level of active speech.

Stage of phrasal speech. Composing a phrase from 2-3 familiar words

Phrase-building exercises using 2-3 familiar word maps can be moved on if the child has the following skills:

• understands 50 or more words;
• has at least 30 words in the active dictionary, which he designates in ways available to him (full naming of a word, syllable, gesture). If a child uses only a gesture to indicate a word, it is also considered a word and can be used to form a phrase;
• has in the active dictionary words-names and words-actions;
• the words that an adult will use for composing a phrase are familiar to the child from the lessons at the previous stages, that is, he recognizes a tablet with this word from several, reads it;
• owns the subject activity that underlies the formation of the phrase (for example, before learning to read the phrase "Bunny eats", you need to make sure that the child knows how to feed dolls, animals, play with a set of toy dishes).

Visual material for classes

In addition to subject and simple plot pictures, to compose phrases, diagrams with two or three windows are needed. Tablets with words familiar to the child, subject pictures, small toys are inserted into these windows.

The use of such cards allows the child to see the phrase as a whole, to get an idea of ​​the order and number of words in it. Moving a finger from left to right from one window to another, the child learns to pronounce a simple phrase. It should be borne in mind that for such exercises it is not necessary that the child already knows how to read all the words that are used to compose a phrase. The main thing is that he recognizes and names tablets with verbs and knows how to name subject pictures or toys. For example, if a child can read tablets with two verbs - "eat" and "sleep" - and in the active dictionary he has a lot of words-names, then you can compose a phrase using diagram cards with all these words, using a combination of tablets with words, pictures and even small toys.

1st step. Making a two-word phrase with the verbs "eating" or "sleeping"

The phrase work begins with cards with empty boxes and the word "eating" or "sleeping" between them. You can choose any of them, based on what the child likes, what word he is already reading. By substituting a toy that a child can name or a subject picture into an empty window, and subsequently replacing it with a tablet with a word, an adult teaches the child to pronounce a two-word phrase.

2nd stage. Composing a phrase from two previously learned words

When the child understands the principle of working with chart cards and given verbs, as an active verb vocabulary is accumulated, phrases can be composed using other verbs and words-names.

3rd step. Composing a three-word phrase

In the lessons on compiling a three-word phrase, it is better to use those two-word phrases that the child learned in previous lessons, and as a supplement, use the words that are already in the baby’s active speech. As the experience of Downside Up specialists has shown, the child easily proceeds to composing three-word phrases not only with the words that he learned to read from the tablets. It is important that the child be able to name words-objects in some way and read tablets with words-actions that are used in these exercises.

Stage of connected speech. Drawing up a story based on a series of 2-4 consecutive familiar pictures

After the child has learned to compose a phrase according to the plot picture, you can proceed to compose a simple story using a series of several consecutive pictures of this set, for example: “The bunny got up - washed - eats” or “The bear jumped - fell - cries." Subsequently, from plot pictures with a constant character, story books are compiled, which the children themselves read and gradually replenish with new pages.

Formation of the syllabic structure of the word

The intelligibility of a child's speech depends on the preservation of the syllabic structure. Special attention is paid to the work on the formation of a syllabic structure. These exercises can be started when the child moves from onomatopoeia (“moo”, “beee”, “am!”) To the pronunciation of “adult” words. This usually happens at the stage of learning global reading, when the child begins to read the words on the cards. Then, miraculously, “bye-bye” turns into “pat” (sleep, and “am” into “et” (eat). Often, when pronouncing a word, one syllable remains from it (usually the last one) or several, but with omission of letters.

The ability of a child to pronounce “adult” words in any way is the main criterion for starting exercises on the formation of the syllabic structure of a word. Therefore, before starting the exercises, it is necessary to analyze the child's dictionary, highlight the words that he pronounces.

It is most effective to form a syllabic structure of a word in a child using the technique of slapping the rhythm of a word using special cards depicting a different number of palms (if a word consists of two syllables, then two palms are shown on the card, if three syllables - three palms, etc.)

Visual material for classes:

• "Palm cards".
• Subject pictures from the set.
• Small toys or objects.
• Pouch, box, mailbox.

Exercises on the formation of the syllabic structure of the word are carried out as a separate lesson. At first, it is important that the child understands the very principle of work.

The following should be taken into account in class:

1. For exercises, “adult” words are selected that the child can pronounce. For example, if a child calls a dog "abaca" or "baca", this word can be included in the exercises on the formation of a syllabic structure, but if "av", then it is impossible.
2. It is better to start work with simple two-syllable words that the child has: “mom”, “dad”, “woman”. These words are a repetition of two identical syllables, their child begins to pronounce one of the first. Clapping these words, the child understands the very principle of work.
3. For the first exercises, words are selected that the child pronounces while maintaining the syllabic structure. How he pronounces the sounds doesn't matter. For example, if a child pronounces the word "porridge" as "kasa", then we select this word for learning to clap. During one lesson, words with the same number of syllables are used so that the child understands the very principle of work.
4. After the child has learned to slap these words, we add the words that he pronounces with a violation of the syllabic structure, for example, “tina” (“car”) or “ova” (“cow”).

Approbation of the “Start to Talk” methodology was carried out at Downside Up in the 2014/15 academic year. Specialists worked with children aged from 6 months to 5 years. Classes were held during home visits and continued in adaptation groups and supportive learning groups. The exercises described above were carried out in a group as part of a frontal session. The presence of standard pictures and clear guidelines for each stage of work facilitated the task of teachers and the process of interaction with parents.

In addition, each of the children had an individual form of the appearance of the first words, which noted the dynamics of understanding words and their appearance in the active dictionary in the form of gestures, onomatopoeia and full-fledged words. Analyzing the growth dynamics of the dictionary, it is very convenient to plan the next stage of work.

Work on the development of speech within the framework of the “Starting to speak” methodology involves the active position of parents: doing homework, repeating the material covered in the classroom, and independently mastering the material. In the absence of the possibility of full-time attendance at classes or consultations at Downside Up, parents can study according to the methodology on their own.

To support such activities, the forum was created common topic, including summary methods and options for using the equipment, which made it possible to more effectively conduct remote consultations on the development of speech skills. In addition, parents had the opportunity to receive additional recommendations related to a particular child on the forum in their personal topic.

The use of the standardized set described above in individual and group classes on the development of speech in children with Down syndrome different ages showed its high efficiency and confirmed the need for its replication and dissemination.

Literature

1. Golovchits L. A. Preschool deaf pedagogy. Education and training of preschool children with hearing impairments: Proc. allowance for students. higher textbook establishments. M. : Vlados, 2001. 304 p.
2. Groznaya N. S. The program for the development of speech and its theoretical justification // Down syndrome. XXI Century. 2009. №3. pp. 28-36.
3. Gromova O. E. The path to the first words and phrases. M: Education, 2008. 111 p.
4. Leonhard E. I. Always together: program-method. guide for parents of children with hearing loss. Part 1. M. : Polygraph service, 2002. 80 p.
5. Chelysheva M. V., Uryadnitskaya N. A. Developmental profile as a basis for the development of early intervention programs // Down Syndrome. XXI Century. 2008. No. 1. S. 12-19.
6. Shmatko N. D., Pelymskaya T. V. If the baby does not hear. M. : Education, 2003. 204 p.

Dear readers!

The development of the “Starting to Talk” kit, consisting of two kits, training and developing, has been completed by Downside Up specialists. For us, it is fundamental not only to follow a structured methodology, but also to use didactically verified visual material, which is interesting and easy to use. At present time runs raising funds for the production of kits, and we hope that in the foreseeable future we will be able to release the first batch of the kit.

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In the table, one consonant letter can be taken in combination with different vowels (la, lo, lu ...) or one vowel with different consonants (an, ak, ab ...).

TYPES OF JOBS:

1.Reading syllable tables from open syllables. Tables are made according to the lotto principle with paired pictures. The child chooses a syllable on a small card and places it on the corresponding syllable on a large card. At the same time, the teacher clearly pronounces what is written, making sure that the child’s gaze at the moment of pronunciation is fixed on the adult’s lips.

2. Reading syllable tables composed of closed syllables. Plastic vowels and consonants are selected, which are superimposed on top of the written letters. The vowels are pronounced lingeringly, and the plastic letters corresponding to them move to the consonants, that is, "go to visit them."

3. Reading syllabaries where letters are written at a considerable distance(10-15 cm) apart. A thick thread or elastic band is smoothly stretched between the letters (the elastic band is usually more like children, but if its “clicking” scares the child, it is better to take a thread).

L-A N-O

The tip of the elastic band, tied into a knot, is pressed by the child with a finger or palm to the consonant letter, and with the other hand, the free end of the elastic band is pulled to the vowel. The teacher voices the syllable: while the rubber band is stretching, a consonant sound is pronounced for a long time, when the elastic band clicks, a vowel is added (for example: “nnn-o”, “lll-a”).

Analytical-synthetic reading

First of all, we form the skill of sound-letter analysis of the beginning of a word. The development of this skill requires a lot of exercises, so you need to make a sufficient number of didactic aids so that the lessons are not monotonous for the child.

TYPES OF JOBS:

1. On a large card with clear pictures (various lottos can be used), the child lays out small cards with the initial letters of the names of the pictures. First, we give him considerable help: we clearly name the letters, holding the card so that the child can see the movements of the lips; with the other hand we show a picture on a large map. Continuing to pronounce the sound, we bring the letter closer to the child (so that he can follow the movement of the letter with his eyes, you can use a piece of goodies, as when working with paired pictures), then give the card with the letter to the student (he eats the delicacy at the time of transmission). Using the teacher's hint in the form of a pointing gesture, the child puts the letter on the corresponding picture. Over time, he must learn to independently lay out all the letters on the right pictures.

The reverse version of the game is possible: on a large card, initial letters are printed from words denoting pictures on small cards.

2. Small printed cards are made(approximately 2x2 cm). In the corner, they are stitched with a stapler with two or three staples. With the help of a magnet, the child “catches a fish”, that is, letters, and we clearly pronounce them. This exercise helps to fix the child's gaze on the letter for a longer time and allows you to expand the range of his arbitrary actions.

3. We select pictures for certain sounds. On landscape sheets, we print large letters selected for study. We set two letters at different corners of the table. The child lays out the pictures offered to him, the names of which begin with the sounds corresponding to the letters. Initially, you can support the child’s hands and help him find the right “house”. It is better to select pairs of letters that denote as contrasting sounds as possible.

4. When teaching autistics to read, there must be a manual that the child can take at any time and view it as he wants. An alphabet album, in which we gradually sketch pictures for a certain sound, can become such a tool. It is better to draw in such a way that the child sees the process of filling in the pages, while discussing and discussing the drawings with him. Since the album can quickly wear out, you do not need to spend a lot of time on drawings, and if necessary, restore damaged pages.

When a child learns to hear the beginning of a word, work can begin on the formation of a sound-letter analysis of the end of a word.

TYPES OF JOBS:
1. Pictures are drawn on a large map, the names of which end with a certain sound. Next to the picture is a “window” with the last letter of the word written in large letters. We highlight the end of the word with our voice, the child puts a plastic letter on the one printed in the "window".

Notes: for the exercise, you cannot use paired voiced consonants (B, C, D, 3, D, G), since they are stunned at the end and the sound does not match the letter; iotized vowels (I, E, E, Yu) cannot be used, since their sound also does not correspond to the letter designation.

2. The corresponding word is placed under the picture. We pronounce it clearly, emphasizing the last sound. The child finds the right one among several plastic letters and puts it on the last letter in the word.

Complex exercises

Very useful exercises for teaching autistics to read, combining elements of global and letter-by-letter reading. Cards are made (a convenient format is half a landscape sheet) with pictures and their corresponding words. The words are printed in a font that matches the height of the plastic letters in size. The child looks at the word under the picture and puts the same plastic letters on top. The teacher reads the word clearly. Then the word assembled from the letters is shifted from the card to the table, the name of the picture printed on paper is closed, and the child is asked to determine under which picture the same word as on his table. First, the child makes a choice from two cards, then from 3-4. When the choice is made, the word under the picture is opened and compared with the sample on the table.

The question is answered by psychologist Charlotte DiStefano from the University of California, Los Angeles, USA. Dr. DiStefano is working on research to identify the brain mechanisms associated with language and literacy in minimally verbal children with autism. The purpose of the study is to learn how to develop individual therapy and educational program that will best suit the needs of each child.

I'm so glad you asked this question. Many people mistakenly believe that if children cannot speak, they will not be able to learn to read. This is definitely not true!

Two years ago I published the results of a small study on the effectiveness of a reading instruction program adapted to minimally verbal children aged 5 and 6. All students showed improved comprehension of the stories they read and interactions while reading. Unfortunately, we have very little research on reading skills (literacy) among minimally verbal children with autism. For this reason, we still do not know how often nonverbal or minimally verbal children with autism can read or have the ability to learn to read.

However, many parents and professionals can tell you about children who were able to learn to read despite not being able to use oral speech. We know it's possible. What's really amazing is that many of these children teach themselves to read - because no one taught them to read on purpose.

I have worked with several minimally verbal or nonverbal children who were able to demonstrate their ability to read. Even if a child cannot read aloud, he can demonstrate reading skills: match words and sentences with pictures, type words, and correctly point to words in a book that an adult is reading.

One of the major challenges in teaching minimally verbal children to read is that traditional teaching methods rely heavily on spoken language. You probably remember how in the first grade you yourself learned to read based on reading aloud: you learned to reproduce the sounds that are indicated by letters. Children then learn how to combine such sounds into words.

However, if the child does not speak much or does not speak at all, then this method of teaching is not suitable for an obvious reason. How can a child “pronounce” words if he has problems articulating speech sounds?

Fortunately, there are literacy methods that do not rely on the child's spoken language.

1. First of all, I recommend reading to your child as often as possible! We know that reading to children promotes both language development and literacy development. One of the main components of reading is a dialogue between an adult and a child when they discuss what they are reading.

Although minimally verbal children cannot carry on a conversation about a book orally, they can interact with an adult and be readers non-verbally.

Encourage and prompt your child to interact with the story you are reading. He or she can use a toy that resembles one of the characters to act out the action. In addition, the child may point to an illustration in a book or to some symbol that you print out especially for your reading.

2. Use non-verbal interactive reading. When you read to your child, give him opportunities to non-verbally respond to what he has read. Here are some ideas for what a child can do while reading:

- Swipe under the text you are reading. Then start asking your child to point to the words they are reading.

Ask your child to turn the pages at the right time.

- Give your child toys or objects with which he can reproduce the actions described in the book.

- Take turns imitating what the characters are doing.

These and similar activities will help your child interact with the book without speaking.

3. Discuss what you read using alternative communication. It's great to hear that your child can enjoy alternative and assistive communication using the device. This device can be used to interact with you and the book while reading together. Before reading a new book, make sure that the system has enough images that reflect the meaning of what you read. Set up the device to include images with captions that allow you to discuss what is happening in the story with your child. For example, if you are going to read a book about a birthday party, then load the characters labeled "party", "gifts", "cake", and "balloons". When reading a story or a book, use symbols to discuss characters or actions.

Alternative communication itself is a great opportunity for literacy development. Make sure the device shows the words under each picture. This will help your child associate written words with objects and activities.

As your child gets used to the printed words, I suggest gradually reducing the size of the accompanying pictures and increasing the size of the text. When it starts to recognize the text, you can try removing the pictures completely.

3. Teach your child to read and write with a speech generation program. Computer programs that read printed text are another great way develop literacy. I have worked with minimally verbal children who, watching me program new words into their devices, suddenly start choosing pictures for themselves and typing what they want to say! Because we didn't even know these kids could read, we were just amazed! And once they realized that they could type the chosen words, they became much more independent in their communication.

Your child may not be able to type words right now, but let him watch you program new words into the program. Explain what you are doing. Perhaps he will surprise you and start typing what he wants to say.

5. Practice literacy wherever you go. I also recommend reading the inscriptions with the child, first of all, this applies to safety signs. It can become part of your walks or trips. It can be the name of your street, shop, road sign, entry and exit designations. There can be many examples.

In summary, you can support literacy development in a minimally verbal or non-verbal child with autism if you:

- read together

- provide the child with opportunities to interact with history and other written information to the extent possible

- teach him to recognize words in combination with pictures or symbols

- show him how to program symbols in his device

read signs together, especially safety-related signs, when you are away from home

- give him the opportunity to type words on his own when he is ready for this

I want to thank you again for this question. I hope these tips are helpful to you, your son, and other readers.

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