Is Scientifically Based Reading Instruction Effective for Students with Below-Average IQs?

Autor/inn/en	Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Al Otaiba, Stephanie
Titel	Is Scientifically Based Reading Instruction Effective for Students with Below-Average IQs?
Quelle	In: Exceptional Children, 80 (2014) 3, S.287-306 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914522208
Schlagwörter	Reading Instruction; Instructional Effectiveness; Intelligence Quotient; Intelligence Differences; Longitudinal Studies; Investigations; Mental Retardation; Experimental Groups; Control Groups; Language Tests; Language Acquisition; Literacy; Reading Skills; Reading Comprehension; Listening Comprehension; Language Proficiency; Reading Fluency; Vocabulary Skills; Expressive Language; Phonological Awareness; Reading Tests; Goodness of Fit; Reading Achievement; Elementary Secondary Education; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; Wechsler Individual Achievement Test; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; Intelligenzquotient; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Untersuchung; Geistige Behinderung; Language test; Sprachtest; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Leseverstehen; Hörverständnis; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Lesetest; Leseleistung; WIAT; Eignungsprüfung; Eignungstest
Abstract	This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received intervention instruction daily in small groups of 1 to 4 for approximately 40 to 50 min for 1 to 4 academic years. On average, students in the treatment group made significantly greater progress than students in the contrast condition on nearly all language and literacy measures. Results demonstrate the ability of students with low IQs, including students with mild to moderate ID, to learn basic reading skills when provided appropriate, comprehensive reading instruction for an extended period of time. (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11