Beginning reading interventions for children and adolescents with intellectual disability

Reichow, Brian; Lemons, Christopher J.; Maggin, Daniel M.; Hill, David R.

doi:10.1002/14651858.cd011359

Cited by 4 publications

(1 citation statement)

References 39 publications

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“…One of the central features in most of the studies that have demonstrated improvements in the reading and comprehension skills of individuals with ID following intervention is the need for significant additional opportunities for practice and repetition, sometimes daily instruction, and longer instruction periods (Reichow et al , 2014). In an adult forensic ID hospital, where funding and resources for education are limited, it would be very challenging, if not impossible, to provide the level of intensive instruction seemingly needed to achieve meaningful gains through typical classroom and/or individual tuition.…”

Section: Introductionmentioning

confidence: 99%

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

O'Sullivan

Grindle

Hughes

2017

JIDOB

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Purpose The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital. Design/methodology/approach A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program. Findings Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants. Originality/value HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.

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Section: Introductionmentioning

confidence: 99%

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

O'Sullivan

Grindle

Hughes

2017

JIDOB

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Beginning reading interventions for children and adolescents with intellectual disability

Reichow

Lemons

Maggin

et al. 2019

Cochrane Database of Systematic Reviews

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Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome

2021

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We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized measures of real-word reading, pseudoword decoding, reading comprehension, phonological skills, listening comprehension, nonverbal reasoning, visual-spatial ability, verbal working memory, rapid naming, and vocabulary. Reading instruction method was determined from school records and interviews with parents and teachers. Similar to prior findings for individuals with WS, reading ability varied widely, ranging from inability to read any words to reading comprehension at age level. Multiple regression analyses indicated that the primary concurrent predictor of word reading ability was reading instruction method, with a systematic phonics approach associated with considerably better performance than other reading instruction approaches. Phonological processing skills—as assessed by a composite of phonological awareness and verbal short-term memory—also contributed significant unique variance to word reading ability, as did visual-spatial ability. The concurrent predictors of reading comprehension were single-word reading and listening comprehension. These findings indicate that the factors that predict concurrent early word reading and reading comprehension abilities for children with WS are consistent with previous findings for typically developing children and that the Simple View of Reading applies to children with WS. Children with WS benefit strongly from systematic phonics instruction regardless of IQ. Instruction focused on improving listening comprehension is likely to improve reading comprehension, especially as word reading skills increase.

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Beginning reading interventions for children and adolescents with intellectual disability

Cited by 4 publications

References 39 publications

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

Beginning reading interventions for children and adolescents with intellectual disability

Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome

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