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ERIC Number: ED550995
Record Type: Non-Journal
Publication Date: 2012
Pages: 321
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-1713-1
A Comparison of Two Cognitive Reading Strategies on the Comprehension of Functional Expository Text by High School Students with Mild Intellectual Disabilities
Feeney, Susan L.
ProQuest LLC, Ed.D. Dissertation, Illinois State University
This dissertation report focuses on the results of an intervention study that examined the effectiveness of two cognitive-based reading strategies ("5 Ws and an H" and paragraph summarization) on the reading comprehension skills of 13 high school students with mild intellectual disabilities as well as the students' abilities to generalize these skills to various functional expository reading passages. There were four experimental phases in the study: Baseline, Intervention, Maintenance 1, and Maintenance 2. During each phase, participants were required to read functional expository texts and answer researcher-developed reading comprehension probes. Baseline conditions were continued throughout the study to measure the ability of students to generalize reading comprehension skills. During the Intervention Phase, students were provided instruction on the two cognitive-based reading strategies within a single-subject alternating treatments research design. During the Maintenance 1 Phase, students were asked to choose between the strategies that were taught during Intervention. Qualitative data were also collected pre- and postintervention regarding students' perceptions of their reading abilities, as well as postintervention perceptions on the helpfulness of the strategies. Both individual and group data were analyzed using percentage of non-overlapping data points (PND) during the Intervention Phase and mean scores of reading comprehension probes during all phases of the study. Mean scores on the pre- and postintervention questionnaires were also analyzed. Findings suggested that participants improved their scores on the reading comprehension probes during the Intervention Phase with paragraph summarization being the more effective of the two strategies. Findings also revealed that, when given a choice, participants did not always choose to use the reading strategy that the Intervention data suggested was more effective for them. Regardless, students did perceive improvement in their overall reading abilities pre- to postintervention and did believe the strategies were helpful to improving their reading comprehension skills. These findings are consistent with existing literature on individuals with mild intellectual disabilities which suggest this population can improve reading comprehension skills. These findings contribute to the dearth of literature that actually focuses on reading comprehension skills specific to high school-aged individuals with mild intellectual disabilities. Limitations of the study were reviewed and recommendations for further research were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A