Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability

Autor/inn/en	Hua, Youjia; Woods-Groves, Suzanne; Ford, Jeremy W.; Nobles, Kelly A.
Titel	Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 3, S.429-439 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Young Adults; Mental Retardation; Reading Comprehension; Writing Skills; Language Processing; Writing Instruction; Postsecondary Education; Control Groups; Experimental Groups; Cognitive Processes; Models; Pretests Posttests; Demography; Instructional Materials; Predictor Variables; Reliability; Recall (Psychology); Check Lists + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Geistige Behinderung; Leseverstehen; Writing skill; Schreibfertigkeit; Sprachverarbeitung; Schreibunterricht; Post-secondary education; Tertiäre Bildung; Cognitive process; Kognitiver Prozess; Analogiemodell; Demografie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Prädiktor; Reliabilität; Abberufung; Checkliste
Abstract	The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and experimental group before the study. An instructor delivered a series of 12 lessons to students in the experimental group using the cognitive strategy instructional model. In the context of a pre and post test with control group design, students in the experimental group outperformed the control group on total number of main ideas and details recalled. Results of the study indicate that young adults with intellectual disability can benefit from a cognitive reading comprehension strategy using explicit instruction procedures. (ERIC).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10