Global reading method for developing reading skills of children with autism spectrum disorder

Abstract

Education of children with Autism Spectrum Disorder (ASD) is becoming increasingly relevant. Changes in the Education Law from 2024 will create better conditions for children with ASD to learn alongside neurotypical children in mainstream schools. Autism in children manifests in various forms, with different levels of intellect, language, and socialization. Students with ASD often face difficulties in learning to read, as the phonics-based reading method commonly used in schools is usually not suitable for them. However, these students have strong ability to process and memorize visual information, allowing the successful application of the global reading method for the acquisition of basic literacy skills. The founder of the global reading method, Glenn Doman, observed that young children, even before learning to read, can memorize the whole visual image of a word. Initially, the child does not distinguish letters but memorizes a word as a picture composed of letter combinations. Thus, learning to read begins in a somewhat ""reverse"" manner, starting from word recognition and association with a specific image, syllable formation, and finally progressing to combining letters to form words and sentences. The main principle of the global reading method is ""From the whole to the part."" This study reveals the experiences of applying the Global Reading Method in educating children with ASD. A qualitative research methodology and focus group discussion method were employed. Five teachers with experience in educating children with ASD and applying the Global Reading Method participated in the study. Experiences with the application of the global reading method were analysed using thematic analysis. The results show that the Glenn Doman method significantly enhances early reading abilities in children with autism. While Global reading cannot replace traditional reading but it may facilitate and accelerate the development of reading skills. The study also found that teachers use the method in various forms, not only supporting visual learning styles with visual cards but also motivating and encouraging ASD children using apps developed based on this method.