Many children with autism spectrum disorder (ASD) experience associated difficulties in reading comprehension. This may be due to the social nature of fictional texts, which require the reader to interpret what characters are thinking and feeling and to make inferences about the cause and effect between events in a story. This paper outlines strategies that teachers can use to assist their learners with ASD in reading comprehension, including activating social background knowledge, encouraging series and familiar genres, identifying and teaching figurative language, and using graphic organizers to support perspective-taking. These strategies are tailored to the social phenotype of children with ASD to best address the underlying difficulties that may be impeding their reading comprehension.

许多患有自闭症谱系障碍 (ASD) 的儿童在阅读理解方面遇到相关困难。这可能是由于虚构文本的社会性质，它要求读者解释人物的想法和感受，并推断故事中事件之间的因果关系。本文概述了教师可以用来帮助 ASD 学习者进行阅读理解的策略，包括激活社会背景知识、鼓励系列和熟悉的体裁、识别和教授比喻性语言，以及使用图形组织器来支持观点采择。这些策略针对 ASD 儿童的社会表型量身定制，以最好地解决可能阻碍他们阅读理解的潜在困难。