Abstract
This study investigated some common teacher perceptions regarding reading comprehension instruction for students with autism. Additionally, it explored reading comprehension strategies and/or interventions that teachers are likely to use and what factors may facilitate or impede reading comprehension instruction for students with autism. Students with autism have shown to have a difficult time with reading comprehension due to their deficits with social skills, language skills, and cognitive processing which puts them at a high risk for literacy failure. There is little research in the area of reading comprehension instruction for students with autism, and very few studies that have looked at teachers’ perceptions relating to autism specifically (Flores & Ganz, 2009). This study also examined previous research that has explored reading comprehension characteristics and teacher self-efficacy relating to autism. Research that connects the learning needs of students with autism, effective practices, teacher training and teacher self-efficacy in teaching reading comprehension is scarce (Accardo, Finnegan, Gulkas, & Papay, 2017) and further investigations of this topic is needed. The study involved a mixed-methods approach and utilized a survey design that examined teachers’ perceptions of reading comprehension for students with autism. It also investigated what possible barriers may impede the learning and instruction of reading comprehension. A total of 274 responses were collected from educators across the United States with one extending to the United Kingdom. These participants have all had experience working with learners of autism. Data was collected using an online survey program known as Qualtrics. The study design is predominantly a quantitative study that asks participants to rate their level of agreement with 18 closed-ended statements on a 4-point Likert Scale. Descriptive statistics were used to report this data. They were also offered to answer an open-ended question to provide additional thoughts. Findings suggest that teachers generally have a positive perception of reading comprehension instruction and see the value in teaching it to students with autism. This study concludes with directives for future research.