The following bibliography presents an array of potential sources of background and intervention information concerning literacy. At this time, only a limited number of resources are autism spectrum specific. The listing of a specific book, journal article, or book chapter does not constitute endorsement by Indiana University, the Indiana Institute on Disability and Community, or the Indiana Resource Center for Autism.

Many of the materials listed below can be obtained from the Center for Disability Information (CeDIR) at the Indiana Institute on Disability and Community. The staff will also be happy to assist patrons in locating any other materials.

• To contact CeDIR, call 1-800-825-5733 (toll free in Indiana) or 1-812-855-9396 (voice/TTY).
  
• Their website is located at www.iidc.indiana.edu/cedir.
  
• Only Indiana residents may check out materials either on site or by phone call and mail delivery.
  
• Indiana residents are responsible for mailing materials back to the CeDIR library.
  

The literature regarding literacy is growing by leaps and bounds. Interested individuals are encouraged to check the catalogues of the publishers listed in the bibliography entries to obtain the most up-to-date references that are not included in this bibliography. Internet searches represent another option.

Additional bibliographies on communication issues and augmentative and alternative communication are located at www.iidc.indiana.edu/irca.

Books, Monographs, and Topical Issues of Journals

Adkins, L. et. al. (2002). Hyperlexia: Therapy that works. Elmhurst, IL: Center for Speech and Language Disorders.

Almasi, J. F.(2003). Teaching strategic processes in reading. New York, NY: Guilford Press.

Baumann, J. F. & Kame’enui, J. (2004). Vocabulary instruction: Research to practice. New York, NY: Guilford Press.

Beck, I., McKeown, M., & Kucan, L.(2002) Bringing words to life. New York, NY: Guilford Press.

Beers, K. (2003). When kids can’t read, what teachers can do: A guide for teachers, Grades 6-12. Portsmouth, NH: Heinemann.

Bedrosian, J. & Koppenhaver, D. A. (Eds). (2003). Enhancing literacy in individuals with autism and severe communication impairments. [Topical issue]. Topics in Language Disorders. 23(4).

Bennett-Armistead, V. S., Duke, N., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York, NY: Scholastic, Inc.

Berninger, V. W. & Richards, T. L. (2002). Brain literacy for educators and psychologists. Boston, MA: Academic Press.

Blachman, B. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Paul Brookes Publishing Company.

Block, C. C., (2004). Teaching comprehension: The comprehension process approach. Boston, MA: Pearson Education, Inc.

Block, C. C., Gambrell, L. B. & Pressley, M. (2002). Improving comprehension instruction: Rethinking research, theory, and classroom practice. San Francisco, CA: Josey-Bass.

Block, C. C. & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York, NY: Guilford Press.

Block, C. C., Rodgers, L. L., & Johnson, R. B. (2004). Comprehension process instruction: Creating reading success in grades K-3. New York, NY: Guilford Press.

Broun, L. & Oelwein, P. Literacy skill development for students with special learning needs. Port Chester, NY: Dude Publishing.

Browder, D. M. & Spooner, F. (2006). Teaching language arts, math, and science to students with significant cognitive disabilities. Baltimore, MD; Paul Brookes Publishing Company.

Butler, K. G. & Silliman, E. R. (Eds.). (2002). Speaking, reading, and writing in children with language learning disabilities: New paradigms in research and practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Cain, K. & Oakhill, J. (Eds.). (2007). Children’s comprehension problems in oral and written language: A cognitive perspective. New York, NY: Guilford Press.

Catts, H. & Kamhi, A. (2005). Language and reading disabilities. (2nd ed.). Boston, MA: Allyn & Bacon.

Copeland, S. R. & Keefe, E. B. (2007). Effective literacy instruction for students with moderate or severe disabilities. Baltimore, MD: Paul Brookes Publishing Company.

Cunningham, P. M. & Allington, A. L. (2006). Classrooms that work: They can all read and write. (4th ed.). Needham Heights, MA: Addison-Wessley Publishing Company.

Downing, J. E. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.

Duchan, J. F. (2004). Framework in language and literacy: How theory informs practice. New York, NY: Guilford Press.

Duffy, G. D. (2003). Explaining reading: A resource for teaching concepts, skills, and strategies. New York, NY: Guilford Press.

Duke, N. K., & Bennett-Armistead, V. Susan, (2003). Reading and writing informational text in the primary grades: Research based practices. New York, NY: Scholastic Teaching Resources.

Eagleton, M. B. & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York, NY: Guilford Press.

Erickson, K. & Koppenhaver, D. (2007). Children with disabilities: Reading and writing the Four Block way.

Ezell, H. K., & Justice, L. M. (2005). Shared storybook reading. Baltimore, MD: Paul Brookes Publishing Company.

Fountas, I.C., & Pinnell, G.S., (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.

Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, Grades 4-12. Portland, ME: Stenhouse Publishing.

Gillon, G. T. (2004). Phonological awareness: From research to practice. New York, NY: Guilford Press.

Graham, S. (Ed.). (2000). Written language disabilities and educational strategies [Topical issue]. Topics in Language Disorders, 20(4).

Graham, S., MacArthur, C. A., & Fitzgerald, J. (2007). Best practices in writing instruction. New York, NY: Guilford Press

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. (2nd ed.). Portland, ME: Stenhouse Publishers.

Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucam-Welsch. (Eds.). (2005). Metacognition in literacy learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Jenson, A. (2005). When babies read. Philadelphia, PA: Jessica Kingsley Publishers.

Keene, E. (2006). Assessing comprehension thinking strategies. Huntington Beach, CA: Shell Educational Publishing.

Keene, E. (2007). To understand: New horizons in reading comprehension. Portsmouth, NH: Heinemann.

Klingner, J. K., Vaughn, S. & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York, NY: Guilford Press

Kluth, P. & Chandler-Olcott, K. (2008). “A land we share:” Teaching literacy to students with autism. Baltimore, MD: Paul Brookes Publishing Company.

McCardle, P. & Chhabra, V. (2004). Eds. The voice of evidence in reading research. Baltimore, MD: Paul Brookes Publishing.

Miller, S. M. (1993). Reading too soon: How to understand and help the hyperlexic child. Elmhurst, IL: Center for Speech and Language Disorders.

Nelson, N. W., Bahr, C., & Van Meter, A. (2004). The writing lab approach to language instruction and intervention. Baltimore, MD: Paul Brookes Publishing.

Neuman, S. B. & Dickinson, D. K. (Eds.). (2002). Handbook of early literacy research. New York, NY: Guilford Press.

Paratore, J. R. (2007). (Eds.). Classroom literacy assessment: Making sense of what students know and do. New York, NY: Guilford Press

Paterson, K. (2006). Real life literacy: Classroom tools that promote real-world reading and writing. Markham, Ontario, Canada: Pembroke Publishers Limited.

Pinnell, G. & Fountas, I. (2009). When readers struggle: Teaching that works. (K-3). Portsmouth, NH: Heinemann.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. (3rd ed.). New York, NY: Guilford Press.

Schumm, J. (2006.) (Ed.). Reading assessment and instruction for all learners. New York, NY: Guilford Press.

Smith, M. (2005). Literacy and augmentative and alternative communication. Boston, MA: Academic Press.

Snyder, L. & Caccamise, D. (Eds.). (2005). Reading comprehension’s new look: Influences of theory and technology on practice. [Topical issue]. Topics in Language Disorders. 25(1).

Soto, G. & Zangari, C. (2009). Practically speaking: Language, literacy, and academic development for students with AAC needs. Baltimore, MD: Paul Brookes Publishing.

Stahl, S. & Nagy, W. (2006) Teaching word meaning. Mahwah, NJ: Lawrence Erlbaum Associates.

Stead, T. (2006). Reality checks: Teaching reading comprehension with nonfiction K-5. Portland, ME: Stenhouse Publishers.

Stone, C. A., Silliman, E. R., Ehren, B. J. & Apel, K. (Eds.). (2004). Handbook of language and literacy: Development and disorders. New York, NY: Guilford Press.

Swan, E. A. (2003). Concept oriented reading instruction: Engaging classrooms, lifelong learners. New York, NY: Guilford Press.

Taffe, S. W. & Gwinn, C. B, (2007). Integrating literacy and technology: Effective practices for grades K-6. New York, NY: Guilford Press.

Tovani, C. (2004). Do I really need to teach reading: Content comprehension, grades 6-12. Portland, ME: Stenhouse Publishers.

Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers. Portsmouth, NH: Heinemann.

Venable, G. P. (2003). Readability in classroom and clinic: New perspectives. Topics in Language Disorders. 23(3).

Walpole, S. & McKenna, M. C. (2007). Differenciated reading instruction. New York, NY: Guilford Press.

Winner, M. (2007). Thinking about you thinking about me. (2nd ed.). San Jose, CA: Michelle Garcia Winner (teaches perspective taking- an important skill for literacy).

Zigler, E. F., Singer, D. G., & Bishop-Josef, (2004). Children’s play: The roots of reading. Washington, DC: Zero to Three Press.

Articles and Book Chapters

The following references represent eclectic resources. Singular strategy specific articles can be found in issues of Teaching Exceptional Children and The Reading Teacher as well as through websites that can be located through using a standard database search.

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents (position statement, executive summary of guidelines, technical report). ASHA Supplement 21, 17-28. Rockville, MD: Author.

Blischak, D. M. (1994). Phonological awareness: Implications for individuals with little or no functional speech. AAC: Augmentative and Alternative Communication, 10(4), 245-254.

Craig, H. K. & Telfer, A. S. (2005). Hyplerlexia and autism spectrum disorder: A case study of scaffolding language growth over time. Topics in Language Disorders. 25(4). 364-374.

Diehl, S. F., Ford, C. S., & Federico, J. (2005). The communication journey of a fully included child with autism spectrum disorder. Topics in Language Disorders. 25(4), 375-387.

Ehren, B. J. (2006). Partnerships to support reading comprehension for students with language impairment. Topics in Language Disorders. 26(1) 42-54.

Gay, I. & Fisher, D. (2005). Learning from what doesn’t work. Educational Leadership. 63(2), 8-14.

Grigorenko, E. L., Klin, A, Pauls, D. L., Senft, R., Hooper, C. & Volkmar, F. (2002). A descriptive study of hyperlexia in a clinically referred sample of children with developmental delays. Journal of Autism and Developmental Disorders. 32(1), 3-12.

Grigorenko, E. L., Klin, A., & Volkmar, F. (2003). Annotation: Hyperlexia-disability or superability? Journal of Psychology and Psychiatry. 44(8), 1079-1091.

Justice, L. M.. & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in the Schools. 35, 185-193.

Kinney, E.M., Vedora, J., & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with autism spectrum disorder. Journal of Positive Behavior Interventions. 5(1), 22-29.

Lanter, E. & Watson, L. R. (2008). Promoting literacy in students with ASD: The basics for the SLP. Language, Speech, and Hearing Services in Schools. 39, 33-43.

Losh, M. & Capps, L. (2003). Narrative ability in high functioning children with autism or Asperger’s Syndrome. Journal of Autism and Developmental Disorders. 33(3), 239-251.

Mirenda, P. (2003). “He’s not a reader…”: Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders. 23(4), 271-282.

Myles, B. S., Hilgenfeld, T. D., Barnhill, G. P., Griswold, D. E., Hagiwara, T., & Simpson, R. L. (2002). Analysis of reading skills in individuals with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities. 17(1), 44-47.

Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language, and Hearing Research. 47, 199-211.

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 36(7), 911-919.

O’Connor, I. M. & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders. 34(2), 115-127.

Rescorta, L. (2002). Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech, Language, and Hearing Research. 45, 360-371.

Wahlberg, T. & Magliano, J. P. (2004). The ability of high function individuals with autism to comprehend written discourse. Discourse Processes. 38(1), 119-144.

Vicker, B. (2009). Selected bibliography: Literacy. Bloomington, IN: Indiana Resource Center for Autism.