A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability

2019 ◽  
Vol 89 (4) ◽  
pp. 612-651
Author(s):  
Alexandra Shelton ◽  
Jade Wexler ◽  
Rebecca D. Silverman ◽  
Laura M. Stapleton
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Single Case ◽  
Strategy Instruction ◽  
Future Research ◽  
Single Case Design ◽  
Mild Intellectual Disability ◽  
Design Studies ◽  
Positive Effects ◽  
Rigorous Research

The inclusion of individuals with intellectual disability (ID) in typical settings is increasing. To promote success in these settings, educators must support the reading comprehension of individuals with ID. Therefore, we conducted a synthesis of the extant research on reading comprehension interventions for individuals in the largest category of ID—mild ID—in Grades 4 through 12 and postsecondary programs. We review the methodological and intervention features of eight group-design studies and six single-case design studies published between January 2001 and December 2018. Findings from the 14 studies revealed inconsistent effects of single-component and multicomponent interventions on expository and narrative reading comprehension. However, medium to large positive effects were typically found from interventions using peer-mediated instruction and explicit strategy instruction. More rigorous research investigating the effects of reading comprehension interventions for individuals with mild ID using standardized measures is warranted. Practical implications and recommendations for future research are discussed.

scholarly journals Self-Questioning Strategy for Struggling Readers: A Synthesis

2019 ◽  
pp. 074193251988033
Author(s):  
Johny Daniel ◽  
Kelly J. Williams
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Single Case ◽  
Strategy Instruction ◽  
Single Case Design ◽  
Students With Learning Disabilities ◽  
Design Studies ◽  
K 12 ◽  
Case Design

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965–2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included eight group design and two single-case design studies. Overall, the effects of SQ strategy instruction on students’ reading comprehension outcomes were mixed. No clear trends of the effects of SQ strategy intervention were associated with participants’ grade level and type of instruction (explicit or nonexplicit instruction). Effects of the total number of hours of SQ strategy instruction on students’ reading outcomes varied slightly with medium to large effects for students receiving two or more total hours of strategy instruction.

scholarly journals Student-directed learning: A catalyst for academic achievement and self-determination for students with intellectual disability

2019 ◽  
Vol 24 (4) ◽  
pp. 459-473
Author(s):  
Veerle Garrels ◽  
Susan B. Palmer
Keyword(s):  
Intellectual Disability ◽  
Teacher Perception ◽  
Single Case ◽  
Active Role ◽  
Self Determination ◽  
Mild Intellectual Disability ◽  
Positive Effects ◽  
Academic Achievements ◽  
Directed Learning ◽  
Learning Interventions

In this single-case experimental design study, eight adolescents with mild intellectual disability (ID) participated in a 3-month intervention with the Self-Determined Learning Model of Instruction. Findings indicate that student-directed learning may enable students with ID to increase their academic achievements, and the authors explore how this may lead to enhanced self-determination over time. Further data analysis suggests that student-directed learning first of all may have an impact at the level of the environment, such that teachers start to perceive their students with ID as capable agents who can take an active role in their own learning process. This change in teacher perception may lead to students getting more opportunities to practice and refine self-determination skills, which in turn may lead to increased capacity for self-determination. Findings from this study are uplifting, as even brief student-directed learning interventions may trigger positive effects on students’ self-determination.

How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies.

2021 ◽  
Vol 36 (2) ◽  
pp. 107-121
Author(s):  
Maryellen Brunson McClain ◽  
Cassity R. Haverkamp ◽  
Kandice J. Benallie ◽  
Sarah E. Schwartz ◽  
Vicki Simonsmeier
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Meta Analysis ◽  
Single Case Design ◽  
Design Studies ◽  
Children With Asd ◽  
Case Design

Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability

2021 ◽  
Vol 126 (3) ◽  
pp. 230-248
Author(s):  
Mallory A. Stevens ◽  
Matthew K. Burns
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Word Recognition ◽  
Reading Fluency ◽  
Single Case ◽  
Single Case Design ◽  
Fourth Grade Students ◽  
Fluency And Comprehension ◽  
Text Reading ◽  
The Given

Abstract The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

scholarly journals Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

2018 ◽  
Vol 53 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Sally B. Shepley ◽  
Amy D. Spriggs ◽  
Mark D. Samudre ◽  
Emily C. Sartini
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Single Case ◽  
The Self ◽  
Future Research ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Independent Variable ◽  
Self Instruction ◽  
Multiple Probe

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

Instructional Approaches That Promote Positive Social Outcomes for Young Children: A Historical Review of Single-Case Design Research

2020 ◽  
pp. 109830072091671
Author(s):  
Elizabeth A. Steed ◽  
Erin E. Barton ◽  
Phillip S. Strain
Keyword(s):  
Young Children ◽  
Design Research ◽  
Single Case ◽  
Historical Review ◽  
Social Outcomes ◽  
Future Research ◽  
Single Case Design ◽  
Social Interventions ◽  
Literature Base ◽  
Natural Settings

This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such as changes over time in participant populations and the use of natural versus segregated and clinic settings. The evolution of research using particular social interventions is described as well as the various intervention agents used to impact social dependent variables across decades. Future research implications are discussed, including understudied components of social competence, the contextual variables that impact fidelity of implementation, and the need for continued research in natural settings using evidence-based social interventions that also are culturally and linguistically relevant for diverse and inclusive early learning settings.

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