INTRODUCTION
1. REASON FOR CHOOSING THE TOPIC
Reading comprehension skill is one of skills which need developing for students with Autism
Spectrum Disoreder (ASD) in primary school. However, this skill is difficult for these students. The
results of research, theory and practice have shown that among school skills, reading skill, especially
reading comprehension skill, is one of the most difficulties for students with ASD. A wide range of
difficulties faced by students with ASD makes teaching reading comprehension skill a difficult
challenge to researchers, teachers and parents. Morever, difficulties in reading comprehension skill
affect abilities to access documents of other subjects in school and real life, and dirrectly affect
abilities to learn national language program.
In Vietnam, the concept of ASD has been recognized from the first years of the 21st century
and researches on ASD are still limited. Actually, considering ASD as a difficulty which need special
supporting in education has not reached an agreement in Vietnam. Primary school students with ASD
are now participating in general education program for primary school students and facing a lot of
challenges. The reading comprehension program for primary school students is designed in form of
general class-exercise, in which the teacher may have contact with students with ASD in person more
or less in the classroom. However, due to limitation of class-exercise format, it is difficult for teachers
to create specific teaching methods in order to satisfy individual characteristics of students with ASD.
Teaching reading comprehension for students with ASD therefore need specific methods designed in
form of individual approaching in order to improve quality of teaching reading comprehension for the
students, helping them achieve one of the most important skills – reading comprehension skill so that
the students can acquire and enrich their knowledge.
From the theoritical and practical issues mentioned above, I made decision to choose the
topic for my doctoriate thesis as: “Strategies of teaching reading comprehension for students with
Autism Spectrum Disoreder at the first years of primary school”.
2. PURPOSE OF THE STUDY
To establish a system of teaching methods on reading comprehension in order to improve the
quality of teaching reading comprehension for students with ASD at the first years of primary education
level, helping students with ASD to form and develop reading comprehension skills in accordance with
requirements of early primary school program.
3. OBJECTS AND SUBJECTS OF THE STUDY

primary school: identifying, understanding the meaning and responding the reading text.
- The process and methods of teaching reading comprehension for students with ASD are
individualized approach via individual education plan, individual teaching period and supporting
activities for students with ASD at the first stage of primary education level.
- The experimential research of methods on teaching reading comprehension are conducted in
specialized education environment where individualized approaching methods in teaching activities in
general and teaching reading comprehension in particular via individual education plan and individual
teaching period for students with ASD are practised as basic and central teaching activites.
7. METHODOLOGY AND STUDYING METHODS
7.1. Methodology
The topic shall be studied with complex and specific points of view as follows: dialectical
materialistic, systematic, practical, normalization, individualization (specilization) points of view.
7.2. Studying methods
7.2.1. Theoretical studying methods
Collecting, analyzing and summarizing professional studies and documents in order to
establish theoretical basis of the studying topic.
7.2.2. Practical studying methods
Consisting of following methods: testing, conducting survey, interviewing, observing, case
study, experimental research
7.2.3. Methods of analyzing data via mathematical statistics
Analyzing data from survey and experimental research and using result of analysis as the
basis to find conclusion about actual situation and experimental research. Using SPSS software
version 16.0 to analyze survey data of reading comprehension skill of students with ASD.
8. NEW CONTRIBUTION OF THE THESIS
8.1. Theoretical contribution
- Contributing to establish and extend theory of ASD and teaching for students with ASD at the first
stage of primary educational level.
- The theory of teaching reading comprehension for general primary school students shall be extended
via the study of students with ASD with similar and different aspects.
- Establishing a set of tools for assessment of reading comprehension skill of students at the first

CHAPTER 1. THEORETICAL BASICS OF TEACHING READING COMPREHENSION
FOR STUDENTS WITH ASD AT THE FIRST STAGE OF PRIMARY SCHOOL
1.1. OVERVIEW ON THE STUDY ISSUES
1.1.1. In the world
Studies on reading comprehension of students with ASD may be clasified in three main
groups: (1) Studies on characteristics of reading comprehension skill of students with ASD. (2)
Studies on factors that affect the development of reading comprehension skill of students with ASD
and (3) Studies on methods on teaching reading comprehension for students with ASD.
With general analysis of studies in the world, the thesis shall study all three issues mentioned
above and focus on the third issue. In addition, the thesis consists of new things as follows: survey was
conducted with a large number of participants, there is comparison with general primary school
students; studying with characteristics of Vietnamese and closely connected to Vietnamese subject at the
first stage of primary education level; general approach with adjustment of methods on teaching
reading comprehension which proved to be effective through studies in the world.
1.1.2. In Vietnam
Studies on reading comprehension skill in Vietnam are limited and have not gained enough
attention in comparison with its importance. Generally, even in special education for students with
special needs, there are few studies on reading comprehension skill. Studies on reading comprehension
skill of students with ASD in particular seem never to have been conducted.
The thesis shall use existing result of studies on teaching students with special needs in primary
education level and teaching reading comprehension for general primary school students in solving the
issue of teaching reading comprehension for students with ASD. The basic approaching method of the
thesis is: establishing methods on teaching reading comprehension with individualized approach in
process of teaching reading comprehension for students with ASD.
1.2. STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)
1.2.1. Concept of autism spectrum disorder (ASD)
Currently, there is a wide range of autism concepts. Basically, autism concept consists of
following characteristics: Autism is a form of disorder of development characterized by impairments
in communication, social interaction and by restricted repetitive or stereotyped patterns of behavior,
interests, and activities.

readers can give responses about content and purpose of the text. Reading comprehension skill are
assessed based on result of reading comprehension actions.
1.3.1.2. Classification of reading comprehension skill in primary education level
The thesis shall consider reading comprehension actions as criteria to classify reading
comprehension skills:
Group 1: Skill to identify language
Group 2: Skill to comprehend the content and purpose of a text
Group 3: Skill to response a text
1.3.2. Characteristics of reading comprehension skill of students with ASD
1.3.2.1. Psychological factors that affect reading comprehension skill of students with ASD
* Influence of cognitive factor on reading comprehension skill of students with ASD: Sensation,
perception, attention, memory, thinking, imagination.
* Influence of linguistic factor on reading comprehension skill of students with ASD.
* Influence of social communication on reading comprehension skill of students with ASD.
* Influence of behavioral factor on reading comprehension skill of students with ASD.
1.3.2.2. Characteristics of reading comprehension skill of students with ASD
* “Empty” reading phenomenon among students with ASD
* Students with ASD can understand explicit meaning but may have difficulties in understanding
implicit meaning of a text, which means they can understand the meaning of specific words but have
difficulties in understanding abstract words
* Students with ASD often have difficulties in exploring ideas of writers in a text.
* Students with ASD have difficulties in summarizing a text.
* Students with ASD have self-control weakness while reading comprehension
* Students with ASD have difficulties in responding a text
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* The development of reading comprehension skill of students with ASD faces challenges due to
weak summarization abilities of the students.
1.4. THEORY ON TEACHING READING COMPREHENSION FOR STUDENTS AT THE
FIRST STAGE OF PRIMARY EDUCATION LEVEL
1.4.1. Concept of teaching reading comprehension for students with ASD at the first stage of

objective and subjective factors that affect reading comprehension of students with ASD.
1.4.4.3. Classifying methods on teaching reading comprehension for students with ASD with
individualized approach
Within the scope of the thesis, we choose to classify based on the impact of strategies to process
teaching reading comprehension, including strategies Premise – core/main - supporting. In addition, the
thesis also derives from the subjective and objective factors affecting process teaching reading
comprehension for students with ASD.
CHAPTER 2. PRACTICAL BASICS OF TEACHING READING COMPREHENSION FOR
STUDENTS WITH ASD AT THE FIRST STAGE OF PRIMARY SCHOOL
2.1. EXPERIENCE OF TEACHING READING COMPREHENSION FOR STUDENTS WITH
ASD IN THE WORLD
The actual practice of teaching reading comprehension for students with ASD in the world
provides essential experiences in order to establish methods on teaching reading comprehension in
current situation in Vietnam. The thesis shall show several experiences related to basic issues of
teaching reading comprehension, including: assessment of reading comprehension skill, program of
teaching reading comprehension and methods on teaching reading comprehension.
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2.2. PROGRAM OF TEACHING VIETNAMESE READING COMPREHENSION AT THE FIRST
STAGE OF PRIMARY EDUCATION LEVEL
Currently, a specific Vietnamese program for students with ASD in education environment is
incomplete. Therefore, Vietnamese subject that consists of reading comprehension is significant
practical base for studying methods on teaching reading comprehension for students with ASD. Within
this chapter, the thesis shall analyze basic factors in terms of goal, content and tools for teaching
reading comprehension in program of teaching reading comprehension at the first stage of primary
education level.
2.3. ACTUAL SITUATION OF TEACHING READING COMPREHENSION FOR STUDENTS WITH
ASD AT THE FIRST STAGE OF PRIMARY EDUCATION LEVEL
2.3.1. Introduction of survey process
2.3.1.1. Purpose of survey
To analyze and assess actual situation of teaching reading comprehension for students with

students, 16 in 33 students (48.5%) are diagnosed 30 – 36.5 which means Low – Medium level of
autism, 17 in 33 students (51.5%) are diagnosed 37 and higher which means Severe level of autism.
In term of education model: the survey was conducted with participation of 33 students with
ASD, in which 16 students are studying in specialized class (48.5%) and 17 students in integrated
class (51.5%). The students of integrated class are given support in specialized class for half day or
individual support at home by their tutors.
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The ratio between level of autism and form of education is r = 0.76. That means children with
low – medium level of autism often study in integrated class and children with severe level of autism
often study in specialized class.
All children participate in the survey have reading comprehension skill that meets demand for
students in grade 1 (30 words/minute), students in grade 2 (50-60 words/minute) and students in
grade 3 (70 – 80 words/minute) [3].
2.3.2. Survey result of actual situation
2.3.2.1. Actual situation of teaching reading comprehension for students at the first stage of
primary education level
a. Understanding of teachers about students with ASD and characteristics of reading comprehension
skill of students with ASD
In conclusion, the teachers have had basic assessment that is suitable with strength and
weakness of students with ASD and understand difficulties of the students, subjective and objective
factors that affect the development of reading comprehension skill of students with ASD. The
teachers also understand the importance of reading skill for students with ASD, indicating that
difficulty in reading comprehension is one of typical difficulties faced by students with ASD.
However, most of the teachers have not understood the essence or causes of problems in reading
comprehension of students with ASD, and this in turn shall affect their methods on teaching reading
comprehension for students with ASD.
b. Actual situation of teaching reading comprehension for students with ASD
* Actual situation of using basic teaching methods for students with ASD
Teaching methods for students with ASD have not been used regularly and the level is varied.
Some typical education methods applied for students with ASD have not gained much attention.

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with ASD so that they can understand a text, the teachers do not have measures to help students apply
their knowledge and vocabulary into reading comprehension as well as to increase interest of students
with ASD or to control behavior of students during reading and to provide more opportunities for
practice after reading, etc. During lessons in integrated class, participation of students with ASD is very
limited due to large number of students and teachers themselves are not ready to implement individual
supporting activities for students with ASD. Observing several periods in classroom, we realize that
students with ASD do not read the text, some of them even play and leave their seats. In periods in
specialized schools, participation of students with ASD is higher thanks to a small number of students in
class (about 12 students per class), however their interests in reading are not high, some of the students
also leave their seats.
Step 4. Assessment of teaching reading comprehension for students with ASD: The students
with ASD who participated in integrated class shall be assessed like general primary school students
without any individual approach in assessment. Many students with ASD do not complete tests in
school, some of them only do the multiple choice without doing long answer questions, etc. The
assessment of teaching reading comprehension is mainly based on scores of students. Therefore
applications in teaching reading comprehension are still low.
* Actual situation of adjustment in teaching reading comprehension for students with ASD
Adjustment in goal of teaching reading comprehension for students with ASD: Few periods
state specific goal for students with ASD. Some periods have goals but the goals are designed in
“reducing study load”. As a result, teaching reading comprehension for students with ASD is
implemented in unclear way. Adjustment in goal is only clearly stated in individual teaching periods.
Adjustment in content of teaching reading comprehension for students with ASD: students
with ASD use the general students’ books and read texts like general students under general
guidelines of teachers. Questions in students’ books designed to help understanding the idea of texts
are used for all students. Teachers may provide some further questions for the whole class. Most of
the teachers (including teachers in specialized school) have not identified clearly reading
comprehension skill that need developing and practicing for students with ASD, based on reading
comprehension skill for general primary school students. In fact, teachers teach reading skill
according to the learning of students.

unready to organize integrated education for students with ASD.
* The actual situation of teaching based on strength of teaching reading comprehension for students
Analyzing knowledge of teachers about students with ASD shows that many teachers do not
have enough belief in strong points of students, especially a certain teacher said that she could not
find “any strong points of students with ASD” (Ms. M.T.H). Therefore, during teaching reading
comprehension the teachers do not use method based on strong points of the students (using visual
images, structure – diagram of information, multiple choice/matching, texts which students are
interested in, encouraging mechanical memory…). Numerous teachers have not paid enough
attention to the individualized point of view and adjustment in teaching reading comprehension for
students with ASD. As a result, they have not strongly applied methods to encourage strong points
of students. This situation is found in every integrated class and is not positive in specialized classes
where the teachers use individualized teaching methods flexibly for students with ASD without
worrying about time limitation.
In conclusion, all three basic requirements in teaching reading comprehension for students with
ASD have not been applied thoroughly. The implementation of individualized approach in teaching
reading comprehension plays key role in adjustment and teaching based on strong points of students
with ASD. When the teachers have not made good use of this approach, other methods may be difficult
to be achieved. Hence, the thesis selects individualized approach as the base for constructing methods
on teaching reading comprehension for students with ASD (Chapter 3 of the thesis).
c. Actual situation of applying teaching reading comprehension for students with ASD
The analysis of methods on teaching reading comprehension of teachers once indicates that
teaching reading comprehension for students with ASD now have not met the basic demands. This
situation shall affect result of teaching reading comprehension for students with ASD, especially
affect the development of reading comprehension skill of the students. This effect shall be analyzed
in detail in following parts of the thesis.
2.3.2.2. The actual reading comprehension skill of students with ASD at the first stage of primary
education level.
a. Comparing assessment of reading comprehension skill between general primary school students
and students with ASD
* Summarizing the assessment result of reading comprehension skill of general primary school students

The reading comprehension exercises in students’ books focus on identifying and understanding
skills. This also reflects the difficulty of reading comprehension skill. Despite the low achievement
of these skills of students with ASD, the situation still reflects the rule of reading comprehension
development of students at the first stage of primary education level.
The result shows that the achievement of identifying – understanding – responding skills of
students with ASD in grades 1 – 2 – 3 is likely to improve like that of general primary school
students. The difference is that the scores of these skills of students with ASD are much higher in
following class in comparison with previous class while the scores of general students are relatively
stable. This phenomenon shows clear improvement of students with ASD, in which the most
improvement is responding skill, increasing 16.66% from grade 1 to grade 3.
* Analyzing identifying – understanding – responding skills
The skill of identifying language is highly assessed. This reading comprehension skill
requires readers to read exactly and recognize words, sentences and paragraphs… In standard texts,
there are signs to help identifying linguistic agents. Therefore, identifying language of a text is
considered to be feasible task for students with ASD. During process of identifying language,
students with ASD often identify correctly when the same linguistic signs appear in both questions
and text. However, the students meet difficulties when the linguistic signs in questions do not
directly appear in the text and the questions require summarizing ability of students (the students
often recognize partial meaning instead of whole meaning) or require inference ability. The students
with ASD have better identifying skills with multiple choice questions because this type of question
are more “visual” and provide more suggestions in comparison with other types of question. Some
of the students have tendency to “guess” the answers through the attitudes of their teachers. On the
contrary, students with ASD have a lot of difficulties with long answer questions because they have
difficulties in expressing themselves via written language.
The skill of understanding the meaning are assessed as below satisfactory grade, ranked the second
in three skills. Meaning of word and text includes explicit and implicit meanings. The explicit meaning is
often used in scientific, social communication and administration documents while implicit meaning often
appears in artistic documents – this type of document dominates reading practice in students’ books, so
students with ASD have difficulties in understanding the meaning of words and texts.
The skill of responding is in weak grade. However this skill has not been strongly focused at

* Influence of behavior
The results of survey show that 4/5 behaviors are considered to appear regularly during the
students with ASD read the texts. The most common behavior is doing personal tasks while reading
(M = 2.6, SD = 0.49), then the behavior of leaving the reading passage (M = 2.33, SD = 0.47).
Students with ASD often like images and have the habit of guessing meaning from images, hence,
the behavior of paying attention to illustrations without looking at the texts also occur regularly (M =
2.08, SD = 0,73). Especially, sometimes some students with ASD read the passages aloud instead of
in silence (M = 1.69, SD = 0.77). The students have such behaviors because they may not realize
that reading or speaking aloud shall affect surrounding people. Due to failure in behavior control,
students may shout or read loudly in the class.
* Influence of type of reading text
The comparison result shows that the average score of everyday reading texts is the highest
(M = 12.57), the lowest is the average score of artistic reading (M = 10.39), while the average score
of administrative reading (M = 10.74) ranked the third but still much higher than score of artistic
reading. In conclusion, within the designed assessment tools for reading comprehension skill, the
type of reading texts can affect the result of 33 students with ASD. In order to have a more reliable
conclusion, we need to conduct a survey on large scale with a numerous texts.
* Influence of type of reading comprehension exercise
The results show that students with ASD have highest score in multiple choice questions (M
= 3.21) and lowest score in long answer question (M = 1.22). Scores in multiple choices and
Matching are nearly the same and much higher than scores in other types of questions. Multiple
choices and Matching provide relatively clear suggestions which help students select the right
answers easily such as providing linguistic visuality and actions such as tick √ or x or matching are
more simple than filling words/phrases or writing a long answer. This situation not only occurs
among students with ASD but also occurs among general primary school students. However there is
a big gap between scores of students with ASD due to their limited abilities to express in written
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language. The students with ASD may write their understanding incorrectly, using signs of this
questions for another… This situation also explains why responding skill of these students is very
limited.

reading comprehension
Stategy 9: Creating and maintaining the interest
of students while reading
Stategy 10: Maintaining the concentration of
students while reading
Stategy 11: Controlling behaviors of students
while reading
Stategy 12: Applying therapy activities to support
reading comprehension
Strategy 1: Assessing and planning the teaching
reading comprehension
Stategy 2: Adjusting the documents of teaching
reading comprehension

Strategy 1: Assessing and planning the teaching
reading comprehension
Stategy 2: Adjusting the documents of teaching
reading comprehension

Stategy 3: Adding basic
information related to
topic and reading
passage
Stategy 4: Improving
understanding ability
and using of words
related to reading
passage
Stategy 5: Using typical
methods on teaching

Stategy 7: Extending the
reading topic based on
abilities and demand of
students
Stategy 8: Adjusting
way of assessment of
teaching reading
comprehension

Premise strategies of teaching reading
comprehension for students with ASD
Premise strategies of teaching reading
comprehension for students with ASD
Supporting strategies of teaching reading
comprehension for students with ASD
Supporting strategies of teaching reading
comprehension for students with ASD
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development aspects related to reading comprehension skill. The assessment of conditions for
teaching reading comprehension for students with ASD at the first stage of primary education:
assessment of the suitability of general reading comprehension program at the first stage of primary
education for students with ASD; assessment of teacher ability for teaching reading comprehension
for students with ASD; assessment of other conditions for teaching reading comprehension. Plan of
teaching reading comprehension comprises two main parts: objectives of teaching reading
comprehension and methods on teaching reading comprehension. Teachers shall depend on methods
of teaching reading comprehension to build and implement detailed reading comprehension lessons.
d. Implementation
The process of assessing and planning the teaching reading comprehension shall include
following steps: (1) Describing students with ASD in general (2) Carrying out assessment methods to
collect information (3) Analyzing and summarizing the assessment results (4) Planning teaching reading
comprehension strategies. Using following assessment methods: interviewing, monitoring, testing,
researching products in action… Using following tools to assess: the main tool is reading comprehension
test prepared by teachers and other standard designed tools. The supporting tools are to assess factors
related to reading comprehension skill such as: intelligence assessment scale, behavior monitoring table,
etc. Tools for assessing conditions of teaching reading comprehension may comprise: monitoring table
of teaching reading comprehension period, teacher interview form, etc.
Notes: the group to assess and plan teaching reading comprehension strategies shall have the
participation of experts, teachers and parents of students with ASD; the assessment and planning the
teaching reading comprehension shall be implemented at the begining of education process and
continually in particular cycle, for example, in specialized school the cycle is once a month and once
three month for intergrated school. Assessment of academic results through mid-term and final-term
tests is undertaken according to general plan of the class; reading comprehension skill of students
with ASD should be assessed from pre-reading stage in order to make necessary predictions as well
as provide basic skills for the development of reading comprehension skill.
Strategy 2. Adjusting the documents for teaching reading comprehension
a. Purpose and meaning
Adjusting documents of reading comprehension in order to make them suitable with characteristics
of students with ASD, the adjustment shall concentrate on improving the strength, overcomingg the

b. Requirements
The important thing to be considered when providing basic knowledge for students with ASD
is such knowledge must be closely connected with the content of reading texts for the students. To
satisfy this requirement, the basic knowledge shall be provided according to topics and particular
reading passage. In addition, provision of basic knowledge shall be combined with providing more
vocabulary to help students with ASD associate knowledge with vocabulary.
c. Contents
The basic knowledge to be provided to students with ASD comprises: information relating to
reading passage, knowledge which helps students understand the reading passages; ideas which
helps students connect their reading with real life and implement the responding activities.
c. Implementation
Teachers may provide basic general knowledge for students with ASD when starting a topic
or at the beginning of reading practice texts. Teachers may use different measures to help students
achieve knowledge about the reading passage and connect such knowledge with their vocabulary:
spoken lecturing combined with visualization (using illustrative images), making diagram of
information, guiding students with ASD to collect more information about the topic via student
books and encyclopedia for children, discussing to revive knowledge the students have already had,
etc. In individual approaching method, provision of basic knowledge for students with ASD may be
undertaken smoothly in individual periods and it is not imperative to be undertaken in reading
periods. Thus, teachers already integrate teaching reading comprehension activities into other
educational activities.
Notes: The main measure in providing basic knowledge for students with ASD is visualization in
order to take advantage of strength in visual thinking; it is necessary to apply measures which are suitable
with cognitive levels of students with ASD. For topics that students have not had basic knowledge about,
teachers should introduce separate parts of the topics; for topics that students have some basic knowledge
but such knowledge need systematizing, teachers should make diagrams of information, etc.
Strategy 4. Improving understanding ability and using of words related to reading passage

a. Purpose and meaning
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Strategy 5. Using typical methods on teaching reading comprehension
Strategy 5-1: Visual supporting
a. Purpose and meaning
Students with ASD are learners who have natural tendency of using visual sense and meet
difficulties in understanding abstract things, therefore it is easier for them to understand a given
reading text with visual supporting. Besides, visual supporting also helps to draw interest and
concentration of students with ASD to the reading texts and eventually, increasing the effectiveness
of teaching reading comprehension.
b. Requirements
Due to the special importance of visual images to students with ASD, it is considered to be
one of typical methods on teaching reading comprehension. The visual supporting need regular
applying in teaching reading comprehension process, however they are not to affect the nature of
teaching reading comprehension with main materials are written texts.
c. Contents
For primary school students, visual aspect comprises using illustrative images and using
explicit languages, clearly structured texts, which are suitable with understanding level and
acceptance levels of the students. The demand for visual support from students with ASD is much
higher than general primary school students.
d. Implementation
The following tools are proved to be effective in visual supporting for students with ASD in
reading a given text: illustrative images and diagrams.
Strategy 5-2. Think – aloud
a. Purpose and meaning
This teaching measure encourages students with ASD to speak aloud what they are thinking
of, and then teachers can guide students to understand the content of a given text precisely. Speaking
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aloud what they are thinking also restricts inattention when reading and helps teachers quickly find
out distraction or inattention when reading which are very common among students with ASD.
b. Requirements
Teachers should select reading passages which have medium length, attractive content and

the tasks are clearly structured and repeated, which eventually develop their independence in
completing tasks.
b. Requirements
The structuralized activities must comply with teaching reading comprehension process in
programs, be clear and easy for students with ASD to complete. The stability and unity of activities
are highly regarded in order to develop suitable habits during reading for students with ASD.
c. Contents
According to requirements of teaching reading comprehension program, activities can be
structured as follow: pre-reading activities, during – reading activities and post – reading activities.
d. Implementation
Teachers can introduce to students with ASD the list of activities that they need to complete
during reading periods and guide them to complete each activity (when they complete an activity,
teachers can tick that activity) if there are changes in activities, teachers should inform students
when starting lesson. For students with ASD who are newly introduced to structured reading
activities, teachers should provide them with the list of activities which need completing during
reading before the reading lesson begins and tick or mark when finishing the activity. For students
with ASD who are familiar with structured reading activities, teachers only need to remind them
when they forget and allow them to tick/mark when they finish an activity. The pre – during – post
reading activities may differ depending on reading texts, however they must ensure basic principles
when building reading activities. The highest purpose is to help students with ASD develop better
reading skills so that they can read books and learn other subjects on their own.
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Strategy 6. Integrating reading activites into other educational activities
a. Purpose and meaning
Students with ASD naturally meet with difficulties in adapting themselves and putting into
practice what they have learnt. Integrating reading activities into other educational activities helps to
connect their reading comprehension skills to their practical activities so that reading skills become
tools for students to learn and achieve information as well as study other school subjects. Actually
this measure helps to strengthen and stabilize the reading comprehension skill of students with ASD.
b. Requirements

Extending reading topic for students with ASD should be based on abilities and demand of
each student. Teachers orient and guide students with ASD in reading extended topics.
c. Contents
Students with ASD have limited abilities in extending the reading topic on their own because
they have not known their demand clearly; therefore teachers need to support them. However, the
next target is the ability to choose their own reading topics. Those topics can be similar to topics
students have learnt if such topics are interesting to the students or can be brand new topics
according to choices of students. Extending topics can be selected from referential books for primary
school students, magazines, newspapers for kids, etc. Students who have interest in “collecting”
knowledge may choose one topic for a long time such as insects, universe, computer, etc. Teachers
should orient students to explore new topics.
d. Implementation
Teachers should understand ability, demand, interest and strength of students with ASD to
orient the extending topics, ask students with ASD for their opinions and monitor to know their
favourite topics. Teachers guide students with ASD how to read and may use structured reading
activities or test to assess the understanding level of students with ASD about the extending topics.
Strategy 8. Adjusting way of assessment of teaching reading comprehension results
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a. Purpose and meaning
The adjusting of way of assessment of teaching reading comprehension results helps to define
study results of students with ASD and helps teachers to gain more information to adjust their
teaching reading comprehension activities.
b. Requirements
In addition to scores and comments on each reading comprehension skill, the assessment of
reading comprehension results of students with ASD need to take into account other progress of the
students: their interest, concentration, skills of completing tasks and behaviors, etc. For students with
ASD, the assessment results do not focus mainly on grading the students but focus on developing the
next teaching reading comprehension strategies which are more effective for the students.
c. Contents
Most of students with ASD can not complete the test like general primary school students.

method of encouraging interests.
Notes: creating and maintaining the interests in teaching reading comprehension for students
with ASD are difficult challenges, which require the continual creativeness of teachers. Creativity in
teaching reading comprehension for students with ASD can be out of normal rules as long as it
ensures education and effectiveness; the highest target of teaching reading comprehension is to
develop the self-study ability, self-reading ability for students to achieve knowledge, and then the
reading comprehension skills are not skills which need practicing but become tools for studying
other subjects. To achieve that target, the internal interest (contents of study and ways to achieve the
contents) are the real importance.
Strategy 10. Maintaining the concentration of students while reading
a. Purpose and meaning
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The purpose of this measure is to maintain the concentration of students with ASD while they
are reading and completing the reading comprehension tasks so that the students achieve higher
results in learning.
b. Requirements
Maintaining the concentration of students with ASD should be developed from teaching
reading comprehension process with guidances of teachers and activities of students with ASD. It is
necessary not to use compulsory influence to maintain the concentration of the students. Some
students with ASD meet difficulties in maintaining the concentration therefore teachers need to
“accept” the highest concentration levels which are possible for the students and adjust their teaching
reading comprehension process.
c. Contents
Concentration is, like interest, influenced by internal and external factors. Therefore, it is
necessary to make influence on both internal and external factors in order to maintain the
concentration of students with ASD during reading. Internal factors are related to contents (reading
comprehension documents), teaching methods of teachers, etc. External factors are related to
physical environment (sound, light, room temperature, etc), activity environment (acitivities of
surrounding people), time and duration of activites (when and how long the students have to
undertake reading activities) etc. Measures to maintain concentration of students with ASD should

students with ASD.
d. Implementation
Teachers use model of controlling behavior ABC in monitoring and planning the adjustment of
behaviors for students with ASD whose behaviors affect reading comprehension activities and other
activities of the class. Teachers may prepare a table of behavior principles to remind students to have
positive behaviors and using supporting measures such as rewarding or rebuking in order to increase the
positive behaviors and reducing negative behaviors of students with ASD while reading. In addition to
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develop positive behaviors, it is importance to reduce the risks of negative behaviors during reading by
taking into account the reading duration, difficult level and other negative factors from surrounding
environment, etc. Teachers should remind students timely, firmly but not cause tension for students with
ASD, which may affect the result of understanding the reading texts. It is essential to examine the
relationship among behavior, interest and concentration to design synchronous and effective measures.
Strategy 12. Applying therapy activities to support reading comprehension
a. Purpose and meaning
This measure does not have direct effect on teaching reading comprehension, however if it is
undertaken regularly and suitably, it will indirectly affect the factors relating to reading
comprehension skill of students with ASD.
b. Requirements
Therapy activities should be undertaken regularly and maintained for a long period of time so
that they can improve characteristics, positive habit of students with ASD. Therapy activities should be
suitable and not create pressure for students. It is best to use exercises with both entertaining effect and
practicing effect so that students with ASD can participate voluntarily with interest.
c. Contents
Therapy activities tend to factors related to reading comprehension ability of students with
ASD such as: increasing the feeling of essence in order to create and maintain concentration level;
practice visual sense; improve cooperation between senses; overcome partial perception; practice
organizing characteristic in implementing academic activities; etc.
d. Implementation
The first thing to do is to assess and make plan for therapy activities. The implementation of

maintain the concentration and adjust the behavior by typical methods.
- Supporting methods in teaching reading comprehension for students with ASD: this group of
methods plays the supporting role in teaching reading comprehension, including extensive activities
for students with ASD so that the students have opportunities to practice their reading
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comprehension skill. Occupation Therapy – OT helps to support the concentration, visual Perceptual
ability, perseverance…which are necessary factors in the studying of students with ASD in general
and reading comprehension in particular.
The interaction and dependency create the systematic and synchronous characteristics of
methods on teaching reading comprehension, ensuring that the constructing methods shall be
implemented thoroughly.
3.1.4. Orientation of using methods on teaching reading comprehension for students with ASD
at the first stage of primary education level
The requirements for students differs in different grades, therefore the selection and use of
teaching methods also have different features. In addition, a specific method shall be applied to
overcome specific difficulties of an individual student with ASD and improve their reading
comprehension ability.
For students with ASD in grade 1: focusing on methods on creating basic reading
comprehension skill like method 5-3: structuring the reading activities in order to form the habit of
implementing reading action for students with ASD and method 12: Using supporting therapy to
create necessary premises of concentration ability, self control ability while reading. In addition,
visual images and adjustment of language documents need using more regularly in comparison with
grade 2 and 3.
For students with ASD in grade 1: focusing on methods on creating basic reading
comprehension skill like method 5-3: structuring the reading activities in order to form the habit of
implementing reading action for students with ASD and method 12: Using supporting therapy to
create necessary premises of concentration ability, self control ability while reading. In addition,
visual images and adjustment of language documents need using more regularly in comparison with
grade 2 and 3.
For students with ASD in grade 3: focusing on methods on extending reading comprehension

ensures that students with ASD shall attend classroom regularly and receive support from tutor or
parents when studying at home; creating more opportunities for students with ASD to access reading
activities based on demands and interests of the students (taking students to libraries and bookshops,
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reading and talking with students about content of what is read, explaining when students have
difficulties in reading, etc)
3.2. EXPERIMENTAL RESEARCH OF METHODS ON TEACHING READING
COMPREHENSION FOR STUDENTS WITH ASD AT THE FIRST STAGE OF PRIMARY
EDUCATION LEVEL
3.2.1. Experimental research
3.2.1.1. Purpose of experimental research
To verify the effectiveness of the method on teaching reading comprehension skill for
students with ASD at first stage of primary education level as proposed.
3.2.1.2. Contents of experimental research
Experimental research uses proposed methods on teaching reading comprehension for three
students with ASD through individualized approach. The experimental case shall be assessed in term
of ability and demand and have individual education plan and teaching reading comprehension
through individual teaching periods (1 teacher – 1 student)
3.2.1.3. Area and subjects of the experimental research
The experimental research was conducted at Khanh Tam Center (Khanh Tam Specials Education
Center, directly under The Organ of Vietnam Relief Association for Handicapped Children).
Table 3.1. List of Subjects of the experimental research
No Full name Year of birth Education form Experimental research
1 P.L 2005 Specialized Term 2 – grade 1
2 T.P 2005 Specialized Term 1 – grade 2
3 L.S 2004 Semi-integrated Term 1 – grade 3
3.2.1.4. Process of experimental research
The process of experimental research was carried out in individualized approaching method
with following basic steps: Step 1. Pre-experimental evaluation; Step 2. Construction and
implementation of experimental research plan; Step 3. Post-experimental evaluation.

study habits, reduce negative behaviors
- The conditions are similar education but their results differ quite clearly, this shows that the
subjective element of students with ASD the strongly influence the outcome teaching reading
comprehention, such direction personalized approach is reasonable , especially in the early stages of
primary school.
- Students with ASD has many strengths, even some defects (the stereotype) has certain
advantages in the process of formation and development learning skills, including reading
comprehention.
CONCLUSION AND RECOMMENDATION
1. Conclusion
1.1.The thesis asserted there is a big gap between reading comprehension results of students
with ASD and general primary school students, even with group of students with ASD with IQ ≥ 70.
The thesis analyzes internal factors (characteristics of cognition, language, social interaction,
behavior, and so on) and external factors (topic, type of reading text, type of questions, visualization
level, teaching methods, etc.,) have influences on teaching outcomes of reading comprehension for
students with autistic spectrum disorders at the first stages of primary education. Therefore, teaching
strategies of reading comprehension for students with autistic spectrum disorders need to take these
factors into consideration to improve teaching outcomes of reading comprehension for students.
1.2.The actual situation shows that most of the teachers have not had thorough understandings
about strength and limitation as well as subjective and objective causes that affect the development
of reading comprehension skill of students with ASD. The process of teaching reading
comprehension therefore has not met the basic demands. The teachers have not had suitable methods
on teaching reading comprehension for students with ASD as well as have not undertaken the basic
requirements of teaching reading comprehension in appropriate way.
1.3.Thesis identified solution to improve teaching outcomes of teaching reading
comprehension skills for students with autistic spectrum disorders at the first stages of primary
education is individualized approach, be sure that teaching is based on the strengths and
modifications and adaptations for each student.
1.4.The thesis proposed three categories of teaching strategies, including prerequisite
strategies (such as strategies of assessment, planning of teaching reading comprehension for

and students with ASD in particular need to set up guideline rules for specialized, integrated and
harmonized education units to implement education mission for students with ASD, in which
focusing on adjusting the education program and way of assessment. These bodies should provide
orientation for development of education models, form of school/class for students with ASD with
specific standards of material facilities, human resources and procedures, etc in order to improve the
education quality for students with ASD.
2.4. In near future, it is necessary to construct specialized program for students with ASD in
every education level, design and apply assessment tools for students with ASD in Vietnam in order
to serve the studying and education mission for students with ASD, constructing and implementing
training courses on large scale for administrative officials, teachers on methods on teaching for
students with ASD in general and teaching reading comprehension in particular.
2.5. The integrated schools need to prepare necessary conditions in order to accept students
with ASD to study, in which focusing on training teachers. In order to apply methods on teaching
reading comprehension for students with ASD in integrated schools, it is essential to implement
individualized supporting activities for students with ASD. Students with light ASD can participate
independently in integrated learning program; however some adjustments in program are still
necessary.
2.6. All the students with ASD in each education environment need assessment on ability and
demand, constructing and implementing individual education plan. It is vital to assess and classify
students in order to avoid the common situation of “wrong name” and “wrong class” at current time.
Specialized and integrated education units should cooperate to support students with ASD in the
case integrated units do not have class head teacher who majored in education for students with
ASD.
2.7. Socializing the education mission for students with ASD by allowing tutors of the
students to come to integrated class to support their students. However, it is necessary to ensure
education principles toward a professional integrated supporting system in order to improve the
quality of integrated education for students with ASD.
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