Abstract
Autism is one of the categories of those who have a risk of reading problems. This study aims to find out the improvement of Malay language basic reading skills using Reading Module for Children with Disability for three students with non-verbal Autism using single-subject design. Subjects who received intervention at a learning centre for children with Autism The reading module is applied using a phonic and sight words method. The intervention was provided 25 sessions, every day. The teaching strategies in this module are errorless learning and scaffolding. There are three (3) practices provided for each sub-unit and flash cards in this module. In the early stage, all subjects are non-verbal and were not yet master the Malay language reading skills. These single-subject design cases illustrate that reading skill interventions may be effective for early intervention, no behavior problems and verbal Autism and warrant further testing.
Highlights
Children who suffer from Autism can be identified as early as the age of one year six months and they require early intervention as early as possible (Katheleen, 2011)
Reading skills of all subjects involved in using reading module for children with disability can be seen in Figure 1 that are baseline and intervention data
Discussion of the Study Students with Autism have a risk of reading difficulties due to the character of the Autism itself especially in terms of communication and social
Summary
Children who suffer from Autism can be identified as early as the age of one year six months and they require early intervention as early as possible (Katheleen, 2011). Intervention can improve the skills deficit experienced by students with Autism (Karanth, and Chandhok 2013). Pre-school students who master the reading skills will exhibit good academic achievements from primary school up to secondary school (Green, Terry and Gallagher 2013). The difference between students who have good reading skills and those who do not can be seen through achievements in school (Morgan, Farkas and Hibel 2008). Students who have poor reading achievements will continue to be left behind throughout their school years (Moats and Foorman, 2008). While students who are identified to have poor reading skills in standard four will remain to be at the poor level when they are in secondary school (Mclaughlin, Speirs and Shenassa, 2014)
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