Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability

Abstract

We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided.

How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses

“…Consequently, many children with ID have been mainly taught "sight-word instruction" to recognize words to survive. This strategy uses results from the false assumption that individuals with ID do not receive benefit from various reading instructions, such as phonics, due to their lack of language and cognitive abilities (Hua, Woods-Groves, Kaldenberg, & Scheidecker, 2013). Wise, Sevcik, Romski, and Morris (2010) noted that phonological processing skills are highly correlated with reading achievement in children with Mild ID, similar to typically developing readers (Sermier Dessemontet & de Chambrier, 2015), suggesting the use of early phonological processing interventions (Channell, Loveall, & Conners, 2013).…”

A Review of Literacy Interventions for Adults With Extensive Needs for Supports

“…Hua et al. () compared the effects of time delay with a control condition, telling participants to pay attention while reading a passage, on vocabulary acquisition and reading comprehension of young adults with an autism spectrum disorder or ID in a postsecondary program. Tutors in the time delay condition taught three words per session.…”

“…The researchers in these studies served as the interventionists except in the studies by Hua and colleagues (Hua, Hendrickson, et al., ; Hua, Therrien, et al., b; Hua et al., ), who trained undergraduate student tutors to teach study participants. Given this, it is not clear whether instructors in typical adult habilitation or education settings could effectively implement the interventions used.…”

Éléments clés, enjeux et retombées d’une démarche de rédaction inclusive réalisée avec des adultes ayant de très faibles compétences en littératie

“…Les croyances sur le potentiel réduit d'apprentissage de ces personnes contribuent ainsi aux faibles compétences en littératie. (Hua, Woods-Groves, Ford et Nobles, 2014;Browder, Trela, Gibbs, Wakeman et Harris, 2007). De même, après la fin de la scolarisation obligatoire, le programme d'éducation aux adultes offrirait peu d'occasions aux personnes présentant une DI de poursuivre leurs apprentissages.…”