Abstract
The purpose of this study was to compare direct instruction using the Reading Mastery curriculum in small groups with peers and typical reading instruction on the beginning literacy skills of moderate to high functioning young children with Autism Spectrum Disorders (ASD). Thirty-two children were in the Reading Mastery intervention group and 30 were in a comparison condition. All participants met criteria as beginning readers, based on assessments at the beginning and middle of Kindergarten. Results indicated that school-based implementers were able to use the curriculum with fidelity and that there were significant group differences in growth on curriculum-based content, letter sound fluency, and word recognition favoring the Reading Mastery intervention.
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