Comparison of Two Interventions in Improving Comprehension of Students With Intellectual Disability-Reference-Cited by-同舟云学术

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

Published:2023-02-21 Issue:2 Volume:128 Page:145-163
ISSN:1944-7558
Container-title:American Journal on Intellectual and Developmental Disabilities
language:en
Short-container-title:

Author:

Cure Goksel¹,Yucesoy-Ozkan Serife²

Affiliation:

1. Goksel Cure, Anadolu University, Türkiye

2. Serife Yucesoy-Ozkan, Osmangazi University, Türkiye

Abstract

AbstractThe 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.

Publisher

American Association on Intellectual and Developmental Disabilities (AAIDD)

Subject

Psychiatry and Mental health,Neurology (clinical),Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Neuropsychology and Physiological Psychology,General Medicine,Pediatrics, Perinatology and Child Health

Link

https://meridian.allenpress.com/ajidd/article-pdf/128/2/145/3191179/i1944-7558-128-2-145.pdf

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