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The purpose of this study is intended for investigating the effects of whole language approach, on the reading and writing skills of school age children with autistic. It’s specially meant to determine it’s impact on the reading, reading comprehension and recognizing of spelling of school age children with autistic. The subjects are 7～12 age old who are mild autistic. This study utilized an A-B design with pre-test stage, treatment stage and post-test stage, and chage in (1) reading (2) reading comprehension (3) recognizing of spelling were analyzed by in the stage of pre-test stage and post-test stage. The results showed the following: First, the whole language approach served to increase the reading of the school age children with autistic. Second, the whole language approach served to increase the reading comprehension of the school age children with autistic. Third, the whole language approach served to increase the recognizing of spelling skills of school age children with autistic. In conclusion, the whole language approach was effective in improving the reading and writing competence of school age children with autistic.
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