Comprehensive Reading Instruction for Students with Intellectual Disabilities: Findings from the First Three Years of a Longitudinal Study

Autor/inn/en	Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Champlin, Tammi M.
Titel	Comprehensive Reading Instruction for Students with Intellectual Disabilities: Findings from the First Three Years of a Longitudinal Study
Quelle	In: Psychology in the Schools, 47 (2010) 5, S.445-466 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20482
Schlagwörter	Reading Fluency; Phonics; Moderate Mental Retardation; Oral Language; Phonemic Awareness; Word Recognition; Reading Skills; Reading Instruction; Longitudinal Studies; Instructional Effectiveness; Elementary School Students; Measures (Individuals); Mild Mental Retardation + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Worterkennung; Reading skill; Lesefertigkeit; Leseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtserfolg; Messdaten
Abstract	This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across the same period of time. Participants were 59 elementary students who were randomly placed into treatment and contrast groups. Students in the treatment condition received daily, comprehensive reading instruction in small groups of 1-4 students for 40-50 minutes per session across two or three academic years. Measures of phonemic awareness, phonics, word recognition, comprehension, and oral language were included. Findings indicate that students with IQs in the ID range made significant progress on multiple standardized measures of reading. Furthermore, significant differences between the treatment group and contrast group were found on several measures, including progress-monitoring measures of phoneme segmentation, phonics, and oral reading fluency. Results demonstrate that, on average, students with ID, even those with IQs in the moderate range, learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10