Date Approved

8-8-2026

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year

2025/2026

Abstract

Young children with Autism Spectrum Disorder (ASD) are consistently experiencing a “definitional gap”, where they are able to process vocabulary breadth within labeling but are unable to comprehend text due to the lack of vocabulary depth. The four week vocabulary unit titled “Our World in Words” is created to bridge the gap between vocabulary breadth and depth for first graders. Research in Dual Coding Theory and Cognitive Load Theory provides insight into the use of stable visual anchors with orthographic facilitation, which allows for the disregard of auditory processing, along with an overloaded cognitive load. This framework includes four important themes: Home, Classroom Routine, Neighborhood, and Nature & Play, as they include match-to-sample, interactive dialogic, orthographic facilitation, and semantic mapping to support word knowledge. A multimodal vocabulary tracking sheet was created to track student progress with 80% accuracy through applications of receptive, expressive, and functional language. This project is backed by research findings, literacy frameworks, and the ability to support neurodivergent individuals with vocabulary success.

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