Abstract
The article deals with theoretical and practical issues of using the TAN-Soderberg global reading method when working with junior schoolchildren with autism spectrum disorders. The features of this method and the principles of its construction are highlighted. The main competences of the TAN-Soderberg method are highlighted. Four main structural components of the TAN-Soderberg method are characterized. The stages of preparatory work for using the TAN-Soderberg method of global reading are defined. The practice of using the TAN-Soderberg global reading method when working with primary school pupils with ASD is described. The sequence of actions for the direct use of the “global reading” method for teaching pupils with autism spectrum disorders to read is determined. The importance of avoiding stereotypes when working with cards of pupils with autism spectrum disorders is noted.
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