Abstract:

Recent research indicates a gap between the literacy needs of students with Autism Spectrum Disorder (ASD) and current instructional practices in reading and reading comprehension. For instance, it has been found that 46% of ASD students between ages 9 and 14 exhibited low achievement in word recognition and reading comprehension—a figure which underscores the need for developing tailored reading intervention programmes.

The aim of the present study was to examine the effect of language instruction through audiobooks on reading fluency, accuracy, and vocabulary amongst ASD students. Participants comprised 16 students aged 12–14 with ASD educated in 2 special education classrooms in an Israeli general middle school, divided into two equal groups. The experimental group participated in 12 sessions combining audiobook listening (sourced from the Israel Audiobook Project website) via iPads with text reading. The control group studied from printed books without audiobooks. Research instruments included the Kavé (2005) vocabulary test and a Year 6-level text assessing reading fluency and accuracy from 'Kol Kore' (Ministry of Education, 2021). The research findings revealed significant improvement in reading fluency (T value 3.60**) and vocabulary (2.21*) in the experimental group relative to the control group.

This study is the first in Israel—and amongst the few worldwide—examining the impact of audiobooks as a tool for developing reading abilities amongst adolescents with ASD. This intervention is based on accessible technology, without direct phonological practice, and is appropriate for secondary school ages. The findings emphasise the potential of a multisensory approach working on three channels simultaneously (verbal, auditory, and semantic) in accordance with the Universal Design for Learning (UDL) approach in promoting fundamental literacy skills. It was found that working with relatively familiar technological tools such as iPads, combined with audiobook software and dialogic teaching, contributed to the development of reading fluency and vocabulary enrichment. Cultivation of these skills may contribute to fostering reading comprehension, communication skills, and social abilities with which many students with ASD experience difficulty. Finally, the implications of the study for the development of classroom-based reading intervention programs are discussed.

Keywords:

Students with Autism Spectrum Disorder, Vocabulary, reading fluency, Audiobooks.