NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ968575
Record Type: Journal
Publication Date: 2012-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-2154-1647
Effects of Combined Repeated Reading and Question Generation Intervention on Young Adults with Cognitive Disabilities
Hua, Youjia; Therrien, William J.; Hendrickson, Jo M.; Woods-Groves, Suzanne; Ries, Pamela S.; Shaw, Julia W.
Education and Training in Autism and Developmental Disabilities, v47 n1 p72-83 Mar 2012
The combined repeated reading and question generation procedure is a reading intervention designed to target both fluency and comprehension for students with disabilities. Previous research has demonstrated the effectiveness of the intervention for school age children with learning disabilities. This study extended the research by utilizing the program with three postsecondary learners with severe learning disability and mild mental retardation. In the context of a multiple baseline across participants design, the results indicate that the program may be an effective intervention to improve fluency and comprehension for young adults with cognitive disabilities. (Contains 6 tables and 3 figures.)
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A