Amy Robertson

We discussed and finalized Amy’s student goal.  Based on her continued commitment to the provision of services and reading access to children with autism, she plans to pursue a goal related to self-regulation and sustained efforts to engage in reading development activities.  Specifically, we discussed the Active View of Reading (Duke and Cartwright, 2021) as this reader model explicitly addressed the role of active self-regulation in bridging the word recognition and language comprehension components of the Scarborough reading role.  Toward that end, we discussed how she would instruct and progress monitor on time on task and use of self-regulation strategies learned an applied through the Superflex Curriculum.

Amy reached out last week through email; we discussed her question to me about a child with Autism who is finger tracing at a later age.  We reviewed research on the approach and she will continue to monitor and attempt to fade his use of this reading accommodation.  I suggested visual fading of the prompt; I also asked her if I could put it out there on the CEC community forum to see if others know of sound research (there is much contradictory research in the field as I examined various studies in preparation for this meeting).  Amy wishes that I proceed with this inquiry.

Amy is progressing through Modules 7 and 8 with no issues.  She is working on the application assignment at this time.  We will meet in two weeks to review her progress on each topic.