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

CÜRE G., YÜCESOY ÖZKAN Ş.

American journal on intellectual and developmental disabilities, cilt.128, sa.2, ss.145-163, 2023 (SSCI) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 128 Sayı: 2
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1352/1944-7558-128.2.145
  • Dergi Adı: American journal on intellectual and developmental disabilities
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.145-163
  • Anahtar Kelimeler: intellectual disability, reading comprehension, repeated reading, story mapping, READING-COMPREHENSION, STORY MAP, INSTRUCTION, FLUENCY
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

The 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.