In addition to the unique gifts and interests that autistic students bring to the classroom as people, their responses can serve as an early warning system for pedagogical problems that are happening in the classroom as a whole.
Teaching reading is a complex process that draws upon an extensive knowledge base and repertoire of strategies. This article argues that many novice teachers are underprepared to teach reading effectively, and examines some of the reasons why.
Phonological awareness is critical for learning to read any alphabetic writing system. And research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.