Abstract
An eight-year-old boy with autism was taught to read using a combination of Direct Instruction and Precision Teaching. At the onset of the programme he had pronunciation problems and poor phonemic awareness and could not decode. In the absence of any designed Direct Instruction material in Icelandic, the present work implemented the Direct Instruction technique of teaching sounds and letters through multiple learning channels, in conjunction with Precision Teaching and frequency building exercises. SAFMEDS flashcards were used for some of the discrimination training, and an audio click was delivered as an informative feedback immediately after each correct responding during some of the instruction and fluency practices. The work was exploratory with the aim that the student would read Icelandic words at approximately 150 correct syllables per minute. One year follow-up assessments showed that he had retained the skill taught during the teaching intervention.
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