Reading is linked to one’s knowledge of vocabulary. Without a large sight vocabulary, a typical ESL student would spend much effort in trying to discern the meaning of words while reading. For students with autism, this would be a more daunting task. Having a limited sight word vocabulary is one of the factors that contributes to difficulty in reading for this population. Specifically, the present study aims to look into how ESL students with mild autism acquire sight vocabulary from the instruction they receive in the classroom. Thus, this study focuses on classroom observations where English language lessons take place. Analysis of data revealed that the students benefit from teachers’ use of L1 in supporting sight vocabulary learning. Findings also indicate that visually cued instruction helps with retention of the words. Implications for practice and suggestions for future research are discussed.
|Keywords:||Second Language Learning, Sight Vocabulary, Students with Autism|
PhD Student, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Senior Lecturer, TESL, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
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