Thanks for info about the Jefferson--he is an all-time favorite American of the era with Ben Franklin, Harriet Beecher Stowe, Fredrick Douglas etc.
I like the Jefferson model. But when a 14 year old's reading comprehension is at the 3rd grade level, it would not be accessible except with heavy scaffolding. Mars has had so much scaffolding, he can't conceive of reading independently. He leans on teachers and tries to please them with the "right" answer before taking the time to process for himself--the result of 3 years in an Autism school that gave token rewards for robotic rather than thoughtful answers.
So I'm using strategies to promote automaticity with meaningful text. For example, yesterday he got a e-mail from a therapist setting up a socialization program meant to appeal to teens. She wanted his critique of the language in her flier from an ASD teen point of view. So I printed it out,divided it into paragraphs, cut it up, folded each paragraph up and let him pick up pieces of the e-mail like a game of grab bag. Then he relaxed enough to read and understand for himself.
I'm finding that if he doesn't play some game to defeat anxiety about getting the "wrong" robotic response, he can't think for himself or be patient enough with himself to access language and meaning stored in memory.
We're inventing the wheel here.
Love your input--especially from any of you out there who may have overcome such challenges as a teen.