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

Autor/inn/en	Allor, Jill H.; Gifford, Diane B.; Al Otaiba, Stephanie; Miller, Saralyn J.; Cheatham, Jennifer P.
Titel	Teaching Students with Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons
Quelle	In: Remedial and Special Education, 34 (2013) 6, S.346-356 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513494020
Schlagwörter	Mental Retardation; Reading Skills; Reading Instruction; Individual Instruction; Intervention; Transfer of Training; Elementary School Students; Middle School Students; Progress Monitoring; Books; Instructional Materials; Longitudinal Studies; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Geistige Behinderung; Reading skill; Lesefertigkeit; Leseunterricht; Individuelles Lernen; Training; Transfer; Ausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Book; Buch; Monographie; Monografie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10