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Introduction The purpose of this study is to determine if there is an effective strategy for teaching reading comprehension for learners with autism that can be implemented in a public school classroom. As an autistic support teacher for six years, I have seen students with autism struggle with reading comprehension. Hours are spent on implementing direct instruction in order that students will be able to decode text on grade level. Often some students will be able to decode text at their instructional grade level, but are unable to answer a question about what happened in a passage they just read. It is evident that the students face a struggle understanding what they read.
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