Purpose Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice. Conclusions Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the individual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.

中文翻译：

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对自闭症儿童的全面早期阅读教学的承诺和对未来方向的建议。

目的自闭症儿童阅读困难的可能性增加。造成这种现象的原因是多种多样的，但是许多自闭症儿童在获得基于证据的早期阅读指导后便可以学习阅读。方法在这里，我们概述了一些影响自闭症儿童早期阅读发展的因素，并提供了与国家阅读小组（NRP）的建议相一致的全面的早期阅读指导的理由。我们讨论了针对自闭症儿童的NRP指导研究，包括我们自己的一些经验研究。我们还讨论了NRP并未强调但我们认为很重要的一些研究领域。我们提供的建议超出了NRP指南，以增进知识和改进实践。结论全面的早期阅读教学对自闭症儿童有很大的希望，但是我们的理解存在需要解决的空白。这些措施包括最有效的方法，可根据个人需求量身定制阅读指导，同时优化向一小群儿童的交付，支持技能和提供NRP未概述的其他条件，以及考虑双语和阅读语言指导除了英语，还有其他问题。尽管我们在这篇评论文章中的重点是针对使用口头语言的自闭症儿童的早期阅读指导，但我们也承认，文献中对于不使用口头语言的儿童的阅读指导存在很大差距。我们希望这篇评论文章对临床医生，教育工作者，