READING RESEARCH ON MILD ID
Comparison in two interventions teaching Comprehension Mild ID
by Goksel Cure and Serife Yucesoy-Ozkan
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 effectivehere 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.
LINK _ Comparison in two interventions teaching Comprehension Mild ID
Exploring Phonological Awareness Skills in Children With Intellectual Disability –
The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed.
LINK _ Exploring Phonological Awareness Skills in Children With Intellectual Disability –
In this article, we review successful reading and language instructional practices for children who have both autism and ID and provide practical recommendations for teachers to incorporate these practices into everyday instruction. We provide examples from Friends on the Block, which is designed to address the unique needs of students with disabilities and we describe how teachers can incorporate these practices into instruction without Friends on the Block.