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AutorenAllor, Jill H.; Gifford, Diane B.; Jones, Francesca G.; Al Otaiba, Stephanie; Yovanoff, Paul; Ortiz, Miriam B.; Cheatham, Jennifer P.
TitelThe Effects of a Text-Centered Literacy Curriculum for Students with Intellectual Disability
QuelleIn: American Journal on Intellectual and Developmental Disabilities, 123 (2018) 5, S.474-494 (21 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1944-7515
SchlagwörterIntelligence Quotient; Intellectual Disability; Emergent Literacy; Curriculum Development; Low Achievement; Special Needs Students; Program Effectiveness; Feasibility Studies
AbstractThe purpose of this study was to examine the promise and feasibility of a newly developed curriculum to teach early literacy skills to students with intellectual disability (ID) and students with low IQs. The curriculum texts were written to include familiar settings, high frequency words, natural syntax, and cumulative practice. A single-case design was used with multiple baseline across levels of instruction and included eight participants who had IQs spanning from 40 to 63. The study was conducted across one academic year in two private schools for students with special needs. Results showed that all eight students demonstrated significant growth on proximal measures of taught words, as well as growth on at least some curriculum-based distal measures. Additionally, the program was demonstrated to be feasible; the teachers implemented the intervention with high degrees of fidelity and expressed satisfaction with the effectiveness and practicality of the program. (As Provided).
AnmerkungenAmerican Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/4/11
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