SOmewhere here on your site, you have talked about your movement disorder(s). Could you please help me by putting a link here to the pages where you are describing this? I have this too, and have never had anyone be able to describe it before> I am so grateful for your blog.

I seem to be on a roll from another comment, so I’ll write this in the hopes that it’s still relevant two years later.

To clarify, I’m a self-diagnosed autistic, due to the fact that I pass as neurotypical and have a deepseated mistrust for the psychiatric community. Speaking is sometimes hard, especially when I’m tired or have already spoken to many people that day, but never to the point that I’d be considered nonverbal. I am also hyperlexic, reading books at a very young age and I’ve never had a problem figuring out what a written word means in context (how to pronounce it is another story). And I’m fluent in four languages, one of which is Mandarin Chinese. So, not really a typical “case”, I suppose, but autism describes how my brain functions and the issues I have on a daily basis that are invisible to others.

I’m actually quite interested in the intersection between autism and language, and for me I think it has actually been a blessing to be autistic, and is what allows me to learn languages so easily. I think the method of learning most neurotypical people employ involves a lot of translation, and I’d say this is true regarding learning to read as well. While translation (in reading this would be translating into spoken word) is useful in the beginning stages, it actually hampers true understanding of how other languages work. When teaching language, I advocate using translation as reference when needed, but only when direct understanding fails.

If the girl understands spoken word, I’d suggest reading to her with the book clearly in front of her, perhaps following the line with a finger at first. Vocabulary cards with pictures next the words would also probably help, especially if they are organized to be relevant to a particular book that is then read to/with her. As for a response, you could try having her write the word when given the picture, or if you’re still teaching letters you could say “D” and have her write it. If writing works for her, she’ll start learning as much as she can in order to communicate. You can also give situational examples once she’s got the hang of decoding words — “What would you like to eat?” and give her several (written) words to choose from, e.g. “Hamburger” “Pizza” “Tamales” etc., and later on having her write/type a response to the open ended question. And, of course, once she’s capable of reading even basic books on her own, set her loose in a library.

every word you write about your experience with your autism has taught me so very much. It helps me to advocate for and support my son with more intellegant vigor. I have not seen blog posts from you in months, so i re-read much of your blog as it is still here. I hope you are managing well and if you are sharing your brilliant thinking on some other site, please let me know…i miss your insightful words on so many topics. gentle thoughts for you with luv, peace and love, xo

I don’t know what made me think of you today, but I wanted to thank you for making your “In My Language” video. It deeply touched me when I watched it several years ago. I was curious to see how you were doing and I am sorry things seem to have gotten tougher for you. I hope you are doing OK and wanted to wish you a Happy Holiday season.

All the Best,

Anna