A multilevel instructional approach to reading for elementary school students with autism and severe intellectual disabilities

Context and relevance. Teaching reading to children with autism spectrum disorders (ASD) and severe intellectual disabilities is hindered by significant impairments in the communicative, behavioral, and cognitive domains. Objective. To pilot a multi‑level reading instruction model for elementary school students with ASD and severe intellectual disabilities, based on an individually differentiated approach. Methods and materials. The study involved 125 primary school children with ASD aged 7–10 years, enrolled in educational programs 8.3, 8.4 (for children with intellectual disabilities and ASD). An assessment of the children’s readiness for reading instruction was conducted using observation, documentation analysis, the Autism Treatment Evaluation Checklist (ATEC), a communication matrix, and adapted tasks for assessing the functional basis of reading (T.V. Akhutina, O.B. Inshakova). Data processing employed a qualitative-quantitative scale, the Kruskal–Wallis test, the Dunn test (with Bonferroni correction), and the Wilcoxon test for related samples. The technology was piloted over a period of 3 years (N = 50). Results. The findings revealed heterogeneity in the student population and distinct patterns in their readiness for reading instruction. A tiered reading instruction model was developed and tested, which included special educational conditions, diagnostic procedures, differentiated content, and criteria for progression. As a result, 32% of the students could read sentences, 20% could read words, 12% could read individual syllables, and only 16% remained without basic reading skills. Conclusions. The developed approach, based on differentiated instruction, enables educators to account for the individual characteristics and current abilities of each child. The comprehensive diagnostic procedure that underpins the model helps determine each student’s baseline readiness for reading, select appropriate methods, and establish the necessary instructional conditions. This ensures continuity and minimizes the risk of adjustment difficulties during key transitions in the educational process.

1. Ахутина, Т.В., Иншакова, О.Б. (2008). Нейропсихологическая диагностика, обследование письма и чтения младших школьников (Под ред. Т.В. Ахутиной, О.Б. Иншаковой). М.: Сфера.
   Akhutina, T.V., Inshakova, O.B. (2008). Neuropsychological diagnostics, assessment of writing and reading in primary schoolchildren. (T.V. Akhutina, O.B. Inshakova, Eds.). Moscow: Sfera. (In Russ.).
2. Глозман, Ж.М. (2024). Нейропсихология детского возраста (2-е изд., испр. и доп.). М.: Юрайт.
   Glozman, Zh.M. (2024). Neuropsychology of childhood. (2nd ed., rev. and enl.). Moscow: Yurayt. (In Russ.).
3. Горецкий, В.Г., Кирюшкин, В.А., Федосова, Н.А. (2023). Обучение грамоте. Методические рекомендации. 1 класс: учебное пособие для общеобразовательных организаций (15-е изд., перераб.). М.: Просвещение.
   Goretsky, V.G., Kiryushkin, V.A., Fedosova, N.A. (2023). Teaching literacy. Methodological recommendations. 1st grade. (15th ed., rev.). Moscow: Prosveshchenie. (In Russ.).
4. Загуменная, О.В., Чистякова, Л.А., Богорад, П.Л. (2023). Обеспечение доступности текстовых материалов в процессе обучения детей с РАС в начальной школе. Аутизм и нарушения развития, 21(1), 3—14. https://doi.org/10.17759/autdd.2023210101
   Zagumennaya, O.V., Chistyakova, L.A., Bogorad, P.L. (2023). Making text materials accessible when teaching primary school children with ASD. Autism and Developmental Disorders, 21(1), 3—14. (In Russ.). https://doi.org/10.17759/autdd.2023210101
5. Корнев, А.Н., Авраменко, А.С. (2022). Обучение чтению дошкольников и детей группы риска по дислексии: учебно-методическое пособие. СПб.: ДЕТСТВО-ПРЕСС.
   Kornev, A.N., Avramenko, A.S. (2022). Teaching reading to preschoolers and children at risk for dyslexia. St. Petersburg: DETSTVO-PRESS. (In Russ.).
6. Лиф, Р., Макэкен, Дж. (2016). Идет работа. Стратегии работы с поведением. Учебный план интенсивной поведенческой терапии при аутизме. М.: ИП Толкачев.
   Leaf, R., McEachin, J. (2016). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. Moscow: IP Tolkachev. (In Russ.).
7. Никонова, Н.А., Павлова, Ю.Б., Данилина, К.К., Салимова, К.Р., Давыдова, Е.Ю. (2022). Формирование навыков чтения у детей с РАС по авторской методике «Мастерская речи». Аутизм и нарушения развития, 20(4), 26—38. https://doi.org/10.17759/autdd.2022200403
   Nikonova, N.A., Pavlova, Yu.B., Danilina, K.K., Salimova, K.R., Davydova, E.Yu. (2022). Developing reading skills in children with ASD according to the author's method "Speech Workshop". Autism and Developmental Disorders, 20(4), 26—38. (In Russ.). https://doi.org/10.17759/autdd.2022200403
8. Нуриева, Л.Г. (2024). Развитие речи у аутичных детей: методические разработки (12-е изд., эл.). М.: Теревинф.
   Nurieva, L.G. (2024). Speech development in autistic children: Methodological developments. (12th ed., el.). Moscow: Terevinf. (In Russ.).
9. Чернышова, Е.А. (2025). Специфика реализации технологии обучения чтению младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями. Альманах Института коррекционной педагогики, 58. https://doi.org/10.66435/almanac.ise.58.09
   Chernyshova, E.A. (2025). Specifics of the implementation of technology for teaching reading to primary school students with autism spectrum disorders and intellectual disabilities. Almanac of the Institute of Special Education, 58. (In Russ.). https://doi.org/10.66435/almanac.ise.58.09
10. Caron, J., Light, J., McNaughton, D. (2023). Effects of adapted letter-sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder. Augmentative and Alternative Communication, 39(1), 45—59. https://doi.org/10.1080/07434618.2022.2121226
11. Communication Matrix: official website of the non-profit project. (n.d.). URL: https://communicationmatrix.org (viewed: 12.05.2026). (In Russ.).
12. Dessemontet, R.S., Geyer, M., Linder, A. L., Atzemian, M., Martinet, C., Meuli, N., Audrin, C., de Chambrier, A. F. (2024). Effects of shared text reading for students with intellectual disability: a meta‑analytical review of instructional strategies. Educational Research Review, 44, 100615. https://doi.org/10.1016/j.edurev.2024.100615
13. Ganz, J.B., PustejovskyJ.E., Reichle, J., Vannest, K.J., Foster, M., Pierson, L.M., Wattanawongwan, S., Bernal, A.J., Chen, M., Haas, A.N., Liao, C.Y., Sallese, M.R., Skov, R., Smith, S.D. (2023). Participant characteristics predicting communication outcomes in AAC implementation for individuals with ASD and IDD: a systematic review and meta-analysis. Augmentative and Alternative Communication, 39(1), 7—22. https://doi.org/10.1080/07434618.2022.2116355
14. Kimhi, Y., Mirsky, Y., Bauminger-Zviely, N. (2025). The role of theory of mind, executive functions, and central coherence in reading comprehension for children with ASD and typical development. Journal of Autism and Developmental Disorders, 55(4), 1302—1317. https://doi.org/10.1007/s10803-024-06272-y
15. Peristeri, E., Frantzidis, C.A., Andreou, M. (2024). Reading comprehension differences between children with Autism Spectrum Disorder and low cognitive abilities and children with Autism Spectrum Disorder and intact cognitive skills: the roles of decoding, fluency and morphosyntax. Frontiers in Psychology, 15, 1360267. https://doi.org/10.3389/fpsyg.2024.1357590
16. Saldaña, D., Carreiras, M., Frith, U. (2009). Orthographic and phonological pathways in hyperlexic readers with autism spectrum disorders. Developmental Neuropsychology, 34(3), 240—253. https://doi.org/10.1080/87565640902805701
17. Santos, M.F.P.D., Aprígio, L.C.S., Lima, J.V.S.B., Miranda, F.D.F., Araújo, C.M., Taveira, K.V.M., Salgado-Azoni, C.A. (2024). Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis. CoDAS, 36(3), e20220336. https://doi.org/10.1590/2317-1782/20242022336en