NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019928
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0741-9325
Teaching Students with Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons
Allor, Jill H.; Gifford, Diane B.; Al Otaiba, Stephanie; Miller, Saralyn J.; Cheatham, Jennifer P.
Remedial and Special Education, v34 n6 p346-356 Nov-Dec 2013
This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70 sessions). All three students increased the number of words read from baseline (ranging from 5 to 20 words correct) to the final intervention session (ranging from 40 to 75 words correct), though one student's data were less conclusive due to growth during the baseline phase. Regression discontinuity revealed the intervention caused statistically significant growth. The intervention is promising given that students with ID who initially did not respond to systematic instruction improved their ability to sound out and unitize (i.e., read with automaticity) words.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A