Foundations of reading comprehension in children with intellectual disabilities

Wingerden, Evelien van; Segers, Eliane; Balkom, Hans van

doi:10.1016/j.ridd.2016.10.015

Cited by 42 publications

(38 citation statements)

References 49 publications

(116 reference statements)

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“…Recently, van Wingerden et al (2016) evaluated the development of sentence reading comprehension skills in typically developing (TD) children and children with ID. Their results showed that only the group of children with ID needed to develop their listening comprehension and temporal processing of serial, phonemic, and word information (van Wingerden et al, 2016) skills in order to improve their reading comprehension. When reading skills are mature, listening comprehension skills can be a predictor of future improvement in reading comprehension for children with ID (Roch, Florit & Levorato, 2010;van Wingerden et al, 2016).…”

Section: Listening Comprehension and Visual-spatial Attention In Devementioning

confidence: 99%

“…Their results showed that only the group of children with ID needed to develop their listening comprehension and temporal processing of serial, phonemic, and word information (van Wingerden et al, 2016) skills in order to improve their reading comprehension. When reading skills are mature, listening comprehension skills can be a predictor of future improvement in reading comprehension for children with ID (Roch, Florit & Levorato, 2010;van Wingerden et al, 2016). This evidence suggests that reading comprehension for individuals with ID can be facilitated by training with sentences that are easy for them to understand by listening (listening comprehensible sentences).…”

Section: Listening Comprehension and Visual-spatial Attention In Devementioning

confidence: 99%

“…Presenting each segment sequentially in its correct location helped participants visually identify words in sentences and integrate the meaning of sentences. Temporal processing skills for reading comprehension include serial processing and word integration (van Wingerden et al, 2016) and visual-spatial attention (Rayner, 2009). Previous studies have shown that children with ID have difficulty in sentence comprehension because they focus on each letter during reading (Omori & Yamamoto, 2011;Perovic, 2006).…”

Section: Importance Of Presenting Segment In Its Correct Locationmentioning

confidence: 99%

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Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities

Omori

Yamamoto

2017

Behav Analysis Practice

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Children with intellectual disabilities (ID) often have difficulty in sentence reading and comprehension. Previous studies have shown that training in segment-unit reading (SUR) facilitates the acquisition of sentence reading comprehension skills for Japanese students with ID. However, it remains unknown whether SUR training is also effective for individuals unable to read sentences and can generalize to untrained sentences. In this study, we examined the improvement and generalization of sentence reading accuracy and comprehension for two children with ID through SUR training with listening comprehensible sentences. During training, the segments were sequentially presented in their correct spatial locations, and participants read them aloud. After the training, participants' reading accuracy and comprehension improved for both trained and untrained sentences. The results suggest that presenting the components of stimuli sequentially in their correct spatial locations is key to facilitating the development of sentence reading accuracy and comprehension for individuals with ID.

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Section: Listening Comprehension and Visual-spatial Attention In Devementioning

confidence: 99%

Section: Listening Comprehension and Visual-spatial Attention In Devementioning

confidence: 99%

Section: Importance Of Presenting Segment In Its Correct Locationmentioning

confidence: 99%

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Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities

Omori

Yamamoto

2017

Behav Analysis Practice

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“…Di dalam DSM-5 (APA, 2013), intellectual disability (ID) dijelaskan sebagai gangguan yang muncul pada usia perkembangan, yang meliputi keterbatasan pada aspek intelektual dan fungsi adaptif pada domain konseptual, sosial, dan kehidupan sehari-hari. Keterbatasan kemampuan kognitif yang dimiliki oleh anak-anak dengan intellectual disability, seperti dalam hal kapasitas working memory serta kemampuan bahasa, menghambat perkembangan membaca mereka (van Wingerden, Segers, van Balkom, & Verhoeven, 2017). Keterbatasan keterampilan membaca pada anak dengan intellectual disability ini kerap mengganggu efektivitas pembelajaran anak, karena keterampilan membaca adalah salah satu prasyarat utama bagi keberhasilan akademik seorang siswa (Alnahdi, 2015).…”

Section: Pendahuluanunclassified

Efektivitas Teknik Repeated Oral Reading Dan Implementasi Teknik-Teknik Modifikasi Perilaku Dalam Meningkatkan Kelancaran Membaca Pada Anak Dengan Mild Intellectual Disability

Muhdiar

Handayani²

2019

JPSP

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ABSTRAKPenelitian ini dilakukan untuk menguji efektivitas teknik repeated reading dan implementasi teknik prompt, reinforcement, serta positive practice dalam meningkatkan kelancaran membaca pada anak dengan mild intellectual disability. Penelitian single case study ini dilakukan dalam 20 sesi dengan changing criterion design. Partisipan dalam penelitian ini adalah anak laki-laki berusia 12 tahun dengan mild intellectual disability yang belum dapat membaca dengan lancar, meskipun sudah mampu mengeja. Hasil penelitian menunjukkan bahwa teknik repeated reading dan implementasi teknik-teknik modifikasi perilaku dapat meningkatkan kelancaran membaca pada anak dengan mild intellectual disability dengan efektif. ABSTRACTThis study was conducted to examine the effectiveness of repeated reading techniques and the implementation of prompt, reinforcement, and positive practice techniques in improving reading fluency in children with mild intellectual disability. This single case study was conducted in 20 sessions with changing criterion design. The participant was 12-year-old boys with mild intellectual disability who could not read fluently, although he was able to spell. The results showed that the repeated reading technique and implementation of behavior modification techniques could improve reading fluency in children with mild intellectual disability effectively.

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“…Children with IDD often face reading difficulties (Ratz andLenhard 2013, van Wingerden et al 2017), and generally lag several years behind typically developed (TD) children in their reading development (e.g. Channell et al 2013, van Wingerden et al 2017. In a study of 1629 students with intellectual disability (ID) and a mean age of 13, Ratz and Lenhard (2013) found one third not being able to read at all, but the variation was considerable and one third read words fluently.…”

Section: Reading Difficulties Vocabulary and Mental Health Problemsmentioning

confidence: 99%

Word reading, vocabulary, and mental health problems in adolescent girls and boys with intellectual and developmental disabilities

Eldblom

Boström

Broberg

et al. 2019

International Journal of Developmental Disabilities

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Reading difficulties are linked to several disadvantages in the general population. Less is known about correlates of reading difficulties in individuals with intellectual and severe developmental disabilities (IDD). Vocabulary and word reading were assessed in 112 adolescents with IDD, recruited from Special needs comprehensive schools in Sweden (grunds € arskolor in Swedish). Proxy-ratings of mental health were collected from teachers and parents for a subset of the participants. Relationships between all measures were investigated. Reading and vocabulary were poorly developed in both groups and significantly associated. While mental health problems were common, there were no significant associations with word reading or with vocabulary knowledge. Thus, the study did not confirm an association between reading difficulties and mental health problems in adolescents with IDD. Still, the frequency of mental health problems and the low reading abilities point to the need for further intervention for adolescents with IDD.

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Foundations of reading comprehension in children with intellectual disabilities

Cited by 42 publications

References 49 publications

Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities

Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities

Efektivitas Teknik Repeated Oral Reading Dan Implementasi Teknik-Teknik Modifikasi Perilaku Dalam Meningkatkan Kelancaran Membaca Pada Anak Dengan Mild Intellectual Disability

Word reading, vocabulary, and mental health problems in adolescent girls and boys with intellectual and developmental disabilities

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