ERIC Number: EJ1382808
Record Type: Journal
Publication Date: 2023-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1944-7515
EISSN: EISSN-1944-7558
Comparison of Two Interventions in Improving Comprehension of Students with Intellectual Disability
Cure, Goksel; Yucesoy-Ozkan, Serife
American Journal on Intellectual and Developmental Disabilities, v128 n2 p145-163 Mar 2023
The purpose of this study was to compare the relative effects of word reading and story component interventions in developing reading comprehension of narrative texts with four students with mild levels of intellectual disability. A multielement design was used in this study. The findings revealed that the story component intervention was more effective and efficient than the word reading intervention in developing students' reading comprehension of narrative texts, and also indicated that both interventions were significantly effective in enabling subjects to answer literal questions. Only the story component intervention was significantly effective related to inferential questions. Finally, the findings revealed that students could generalize their reading comprehension skills to stories of different lengths.
Descriptors: Students with Disabilities, Reading Comprehension, Mild Intellectual Disability, Story Reading, Word Recognition, Intervention, Program Effectiveness, Inferences, Reading Skills
American 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: https://meridian.allenpress.com/aaidd
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A