Comments on: Autism and hyperlexia, part 2: Helping Bobby read http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/ Help for struggling readers on the autism spectrum Mon, 05 Dec 2011 20:42:46 +0000 hourly 1 http://wordpress.org/?v= By: Anaphora worksheets | Bexita http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-7292 Anaphora worksheets | Bexita Sat, 12 Nov 2011 02:04:27 +0000 http://readerswithautism.com/?p=308#comment-7292 [...] Autism and hyperlexia, part 2: Helping Bobby read … [...] [...] Autism and hyperlexia, part 2: Helping Bobby read … [...]

]]> By: Rhonda Johnson http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-6513 Rhonda Johnson Sun, 02 Oct 2011 23:58:52 +0000 http://readerswithautism.com/?p=308#comment-6513 Did I miss the anaphoric cueing implentation stage post? I haven't seen it yet. Also, I've seen mention on here about some videos of the anaphoric cueing, but I can't seem to find them or a link. Can you direct me to those too? Thanks so much! Did I miss the anaphoric cueing implentation stage post? I haven’t seen it yet. Also, I’ve seen mention on here about some videos of the anaphoric cueing, but I can’t seem to find them or a link. Can you direct me to those too? Thanks so much!

]]> By: readers1 http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-5997 readers1 Thu, 08 Sep 2011 01:27:36 +0000 http://readerswithautism.com/?p=308#comment-5997 Rhonda, Thanks for your interest. I am in the process of writing a post on the implementation stage of anaphoric cuing which I expect to publish here in the next few days. Sara Rhonda,
Thanks for your interest. I am in the process of writing a post on the implementation stage of anaphoric cuing which I expect to publish here in the next few days.
Sara

]]> By: Rhonda Johnson http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-5920 Rhonda Johnson Sat, 03 Sep 2011 22:11:16 +0000 http://readerswithautism.com/?p=308#comment-5920 I'm looking for your response to Frances and Patricia above. I'm very excited to try anaphoric cuing with one of my autistic learners, but had the same confusion as they did above. Can you give me any more details/examples on the implementation stage? Thanks I’m looking for your response to Frances and Patricia above. I’m very excited to try anaphoric cuing with one of my autistic learners, but had the same confusion as they did above. Can you give me any more details/examples on the implementation stage? Thanks

]]> By: Frances Swanson http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-2940 Frances Swanson Tue, 01 Mar 2011 16:59:53 +0000 http://readerswithautism.com/?p=308#comment-2940 Dear Sara, I am so happy to have found this site, and wish that I had found it long, long ago. I will continue to post comments and fill in the blanks with my story as appropriate, but very briefly - my son is now 19 (only a junior in high school), hyperlexic/high-functioning on the autism spectrum and I have been struggling with the school system for abot 6 years now regarding reading comprehension programs/strategies. All of the posts I have read here ring familiar and they have opened my eyes to new possibilities. Right now, I have the same question as Patricia Brady here above (how the four bulleted points are connected to the questions on pgs. 10, 11, 12 and 14...there seems to be a big "jump" there). This information confirms so many of the thoughts and feelings I have had as an intuitive parent and tutor to my son. I would like to begin using these strategies, worksheets, assessment methods, etc. in a more formal way... I hope to see more input from yourself and readers around the country regarding these strategies (worksheet examples, suggested books, success stories, difficulties to overcome, etc.) I hope to be able to contribute as well. Thank-you so very much, Frances Swanson, Fort Myers, Florida Dear Sara,
I am so happy to have found this site, and wish that I had found it long, long ago. I will continue to post comments and fill in the blanks with my story as appropriate, but very briefly – my son is now 19 (only a junior in high school), hyperlexic/high-functioning on the autism spectrum and I have been struggling with the school system for abot 6 years now regarding reading comprehension programs/strategies. All of the posts I have read here ring familiar and they have opened my eyes to new possibilities. Right now, I have the same question as Patricia Brady here above (how the four bulleted points are connected to the questions on pgs. 10, 11, 12 and 14…there seems to be a big “jump” there). This information confirms so many of the thoughts and feelings I have had as an intuitive parent and tutor to my son. I would like to begin using these strategies, worksheets, assessment methods, etc. in a more formal way… I hope to see more input from yourself and readers around the country regarding these strategies (worksheet examples, suggested books, success stories, difficulties to overcome, etc.) I hope to be able to contribute as well. Thank-you so very much,
Frances Swanson,
Fort Myers, Florida

]]> By: Sara Finegan http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-321 Sara Finegan Tue, 29 Jun 2010 01:07:50 +0000 http://readerswithautism.com/?p=308#comment-321 Wonderful! Let us hear from you again. We like knowing that there are people finding our posts helpful. Wonderful! Let us hear from you again. We like knowing that there are people finding our posts helpful.

]]> By: Vicki Lockwood http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-319 Vicki Lockwood Mon, 28 Jun 2010 13:53:11 +0000 http://readerswithautism.com/?p=308#comment-319 I just completed the school year which included working with a student on the spectrum. It was my third year working with him as a special education inclusion resource teacher. Due to his hyperlexia, his difficulties with reading were somewhat masked in kindergarten and became more and more evident in first grade. Due to other interfering circumstances more or less out of my control (multiple issues at home, disagreement with SLP, etc.), I struggled with helping him in the first grade. The full inclusion placement increased the challenge (the pace of instruction, distractions, etc.), so I did some pull-out instruction and supported the classroom teacher and parents as much as possible. (He was one of 9 students in K-3 on my case load.) It was a difficult and challenging year, but we did make some progress. With the introduction of a new SLP and new doctors to also support the parents, we decided (after considerable discussion) that repeating the first grade was the way to go, feeling that he could - with the new support - make desirable progress on the first grade skills he missed rather than moving him on to second grade where he'd start at an increased deficit. Throughout his second year in first grade, he never once acknowledged that he was seeing any of the materials from the previous year. Relatively significant progress was made, particularly in vocabulary and using words to express feelings. However, comprehension was still an issue and the home situation continued to impact his progress. I am now filled with enthusiasm as I am reading your intervention strategies. As he moves on to second grade, I am excited to share the anaphoric approach with his new teacher, other support staff, and his parents. You have inspired me. Thank you so much for you dedication. Vicki I just completed the school year which included working with a student on the spectrum. It was my third year working with him as a special education inclusion resource teacher. Due to his hyperlexia, his difficulties with reading were somewhat masked in kindergarten and became more and more evident in first grade. Due to other interfering circumstances more or less out of my control (multiple issues at home, disagreement with SLP, etc.), I struggled with helping him in the first grade. The full inclusion placement increased the challenge (the pace of instruction, distractions, etc.), so I did some pull-out instruction and supported the classroom teacher and parents as much as possible. (He was one of 9 students in K-3 on my case load.) It was a difficult and challenging year, but we did make some progress. With the introduction of a new SLP and new doctors to also support the parents, we decided (after considerable discussion) that repeating the first grade was the way to go, feeling that he could – with the new support – make desirable progress on the first grade skills he missed rather than moving him on to second grade where he’d start at an increased deficit. Throughout his second year in first grade, he never once acknowledged that he was seeing any of the materials from the previous year. Relatively significant progress was made, particularly in vocabulary and using words to express feelings. However, comprehension was still an issue and the home situation continued to impact his progress.

I am now filled with enthusiasm as I am reading your intervention strategies. As he moves on to second grade, I am excited to share the anaphoric approach with his new teacher, other support staff, and his parents. You have inspired me.

Thank you so much for you dedication.
Vicki

]]> By: Patricia Brady http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-280 Patricia Brady Fri, 07 May 2010 19:47:01 +0000 http://readerswithautism.com/?p=308#comment-280 Dear Sara: I commend you for taking the time to learn on your own. I've been on the Internet for the last 3-4 days and I finally found your article on anaphoric cuing. THANK YOU. I have a quick question: currently I'm tutoring a young man w/Asperger's. He's 20 years old and I think he has lots of potential . . . if taught the right way. Could you please let me know how the 4 bullet points, "who is he,who is there..." responds to the questions you have on page 10, 11, 12 and 14 (ex.: who is May? Does this correspond to the first bullet, "who is he?" I really appreciate your time. Just a quick note would really help. I want to try this technique this coming week. My goal is to continue to help Asperger's students with our complex language. Thank you again for your dedication. Best regards, Patricia (Pat) Brady Dear Sara:
I commend you for taking the time to learn on your own. I’ve been on the Internet for the last 3-4 days and I finally found your article on anaphoric cuing. THANK YOU. I have a quick question: currently I’m tutoring a young man w/Asperger’s. He’s 20 years old and I think he has lots of potential . . . if taught the right way. Could you please let me know how the 4 bullet points, “who is he,who is there…” responds to the questions you have on page 10, 11, 12 and 14 (ex.: who is May? Does this correspond to the first bullet, “who is he?” I really appreciate your time. Just a quick note would really help. I want to try this technique this coming week. My goal is to continue to help Asperger’s students with our complex language. Thank you again for your dedication.
Best regards,
Patricia (Pat) Brady

]]> By: Elizabeth http://readerswithautism.com/2009/09/autism-and-hyperlexia-part-2-helping-bobby-read/comment-page-1/#comment-92 Elizabeth Tue, 24 Nov 2009 16:15:44 +0000 http://readerswithautism.com/?p=308#comment-92 Hi, Thanks so much for creating this site. I am wondering if you have any ideas for implementing this kind of strategy with younger readers? My 5yo can read fluently, but his comprehension level is about 80% accuracy on stories limited to one sentence per page/picture. He knows to scan text for answers, but when there is more than one sentence, he usually just randomly picks a sentence to select an answer from. Often then, his answer has nothing to do with the question (even if he gets the target answer FORM right). We have been using some books from linguisystems, and just been working heavily on vocabulary using photo cards, but I wonder if the anaphoric cuing idea could be adapted for younger readers? Thanks so much for your work on this topic! Elizabeth Hi, Thanks so much for creating this site. I am wondering if you have any ideas for implementing this kind of strategy with younger readers? My 5yo can read fluently, but his comprehension level is about 80% accuracy on stories limited to one sentence per page/picture. He knows to scan text for answers, but when there is more than one sentence, he usually just randomly picks a sentence to select an answer from. Often then, his answer has nothing to do with the question (even if he gets the target answer FORM right).
We have been using some books from linguisystems, and just been working heavily on vocabulary using photo cards,
but I wonder if the anaphoric cuing idea could be adapted for younger readers? Thanks so much for your work on this topic!
Elizabeth

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