Pedagogical Strategies for the Improvement of Reading Comprehension in Students with Autism Spectrum Disorder: A Case Study

Abstract

This study analyzes the factors that influence reading comprehension in students with ASD and proposes pedagogical strategies to improve it. An explanatory case study was used with a 9-year-old boy diagnosed with grade 1 ASD, applying standardized tests such as the MARSI and LECTUM tests, interviews with teachers and classroom observations to evaluate his level of metacognition and reading comprehension. The results indicate that the student presented a moderate level of reading metacognition, but significantly low reading comprehension, with a predominant use of global reading strategies and less use of support strategies. These findings confirm that children with ASD have difficulties in reading comprehension, especially at the critical level. This study highlights the importance of adapting pedagogical strategies to the individual needs of students with ASD to improve their reading comprehension and foster their educational and social inclusion.