Teaching Students With Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons

This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45...

Full description

Saved in:
Bibliographic Details
Published in:Remedial and special education 2013-11, Vol.34 (6), p.346-356
Main Authors: Allor, Jill H., Gifford, Diane B., Al Otaiba, Stephanie, Miller, Saralyn J., Cheatham, Jennifer P.
Format: Article
Language:English
Subjects:
Automaticity
Developmental disabilities
Discontinuity
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Effectiveness
Elementary School Students
Individual Instruction
Instructional Materials
Intervention
Learning disabilities
Longitudinal Studies
Mental Retardation
Middle School Students
Progress Monitoring
Reading
Reading Instruction
Reading Skills
Teaching
Texas
Transfer of Training
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70 sessions). All three students increased the number of words read from baseline (ranging from 5 to 20 words correct) to the final intervention session (ranging from 40 to 75 words correct), though one student’s data were less conclusive due to growth during the baseline phase. Regression discontinuity revealed the intervention caused statistically significant growth. The intervention is promising given that students with ID who initially did not respond to systematic instruction improved their ability to sound out and unitize (i.e., read with automaticity) words.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932513494020