Comparison of Two Interventions in Improving Comprehension of Students with Intellectual Disability

Autor/inn/en	Cure, Goksel; Yucesoy-Ozkan, Serife
Titel	Comparison of Two Interventions in Improving Comprehension of Students with Intellectual Disability
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 128 (2023) 2, S.145-163 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Students with Disabilities; Reading Comprehension; Mild Intellectual Disability; Story Reading; Word Recognition; Intervention; Program Effectiveness; Inferences; Reading Skills + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen; Worterkennung; Inference; Inferenz; Reading skill; Lesefertigkeit
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01