The purpose of this paper is to examine a strength-based reading instruction method for
individuals severely affected by autism who do not respond well to typical literacy instruction
methods, called the Oelwein Method (OM). Due to the unique learning profile of strengths and
weaknesses in individuals with severe autism, they often do not respond well to typical literacy
instruction models. This paper examines the unique learning profile of individuals with autism
and why the OM is an effective literacy instruction model for this population of learners.
Phonics-based and sight word-based approaches are compared, with a focus on the effectiveness
of these approaches for individuals with autism. The materials and instructional process of the
OM are explained, including empirical evidence that supports the different instructional
components used in the OM. The Ontario Ministry of Education’s policies are reviewed, along
with how the OM satisfies these policies. Methods to improve the OM are explored as well as
directions for future research that would need to occur before widespread implementation could
take place.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OSUL.10219/2222 |
| Date | 25 June 2014 |
| Creators | Van Geene, Michael |
| Publisher | Laurentian University of Sudbury |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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