Sometimes, reading comprehension strategies that have been around a long time, or that work well with many learners, are used successfully with students on the autism spectrum.
In second grade, we found out that Question-Answer-Response worked helped LIam navigate different types of comprehension questions. http://www.readingrockets.org/strategies/question_answer_relationship
The reason it worked so well was because it was explicit in its approach to teaching him how to respond to questions.
Not only is it clear on the type of thinking that needs to take place, it also provides students with information about where to go in the book to get the answer.
Right there: you can find it in one, no more than two lines of text.
Think and Search: It will be across a page or two; answers come through connecting pieces of information found in the book.
Author and Me: I need to connect what the author says to what I already know and make an inference (see the inference post last week).
On My Own: I can give my opinion about the text. No need to look in the book for the answer.
Sometimes, strategies that work best for students on the autism spectrum to foster comprehension aren’t new or difficult to implement (requiring extensive training). They also don’t need to be expensive.
Sometimes, tried and true works perfectly well, and all learners in the classroom can benefit.