Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities. (4th July 2018)

• Record Type: Journal Article
• Authors: Hua, Youjia; Yuan, Chengan; Monroe, Kristin; Hinzman, Michelle L.; Alqahtani, Saeed; Alwahbi, Abdullah Abdulmohsen; Kern, Amanda M.
• Is Part Of: Developmental neurorehabilitation. Volume 21:Number 5(2018)
• Page Start: 279
• Page End: 289
• Publication Date: 2018-07-04
• Subjects: Masked visual analysis -- randomized single case research -- reading intervention; Children with disabilities -- Rehabilitation -- Periodicals; Developmentally disabled children -- Rehabilitation -- Periodicals; 615.542
• DOI: 10.3109/17518423.2016.1139011
• Languages: English
• ISSNs: 1751-8423

Abstract

ABSTRACT: Objective : Reread-Adapt and Answer-Comprehend (RAAC) + Goal Setting intervention is a reading intervention that addresses both oral reading fluency (ORF) and reading comprehension while supporting persistence and motivation for learners who struggle with reading. Method : We delivered the RAAC + Goal Setting intervention to five young adult learners with intellectual disabilities (ID) in a postsecondary education setting. In the study, we investigated the effects of the intervention on generalization of reading skills to novel passages. Results : Utilizing a response-guided and randomized multiple-baseline across the participants' design, we failed to reject the null hypothesis of no treatment effects based on the computed p- value. Traditional visual analysis of the data also reached a similar conclusion, however, we found that two participants' decoding skills improved during the intervention. Conclusions : We did not find a functional relation between the intervention and student reading performance.