The Effect of Supplemental Reading Instruction on Fluency Outcomes for Children with Down Syndrome: A Closer Look at Curriculum-Based Measures

Autor/inn/en	King, Seth; Rodgers, Derek; Lemons, Christopher J.
Titel	The Effect of Supplemental Reading Instruction on Fluency Outcomes for Children with Down Syndrome: A Closer Look at Curriculum-Based Measures
Quelle	In: Exceptional Children, 88 (2022) 4, S.421-441 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (King, Seth) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221081006
Schlagwörter	Down Syndrome; Students with Disabilities; Curriculum Based Assessment; Reading Instruction; Intervention; Literacy Education; Program Effectiveness; Reading Achievement; Reading Fluency; Intelligence Tests; Reading Skills; Tennessee; Pennsylvania; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseunterricht; Leseleistung; Intelligence test; Intelligenztest; Reading skill; Lesefertigkeit
Abstract	Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading studies involving DS. Increasing the use of CBM in research has the potential to provide insight into the effectiveness of intervention and address concerns regarding the utility of approaches predicated on CBM. This single-case design study used CBM to examine the performance of children with DS (N = 17) who had largely exhibited gains on intervention-aligned measures following an intensive reading intervention. Results of multilevel modeling were mixed, with significant (p < 0.05) effects relegated to letter- and first-sound fluency. No more than 29% of participants met goals created using a procedure derived from CBM. Findings have implications for future studies and implementation of literacy interventions for children with DS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01