Improving Reading Comprehension using Summarization Techniques for Students with Borderline Intellectual Functions

Abstract

Students with borderline intellectual functioning (BIF) have below average cognitive abilities but are above the classification for intellectual disability. Generally, these students have low academic skills such as difficulties in comprehending reading material. Using a single-case study design, this study examined the effectiveness of summarization techniques on improving the reading comprehension skills of a student with BIF. More specifically, this study focused on improving the student's comprehension of expository texts by targeting inference comprehension when reading. This study was focused on one 12-year-old male BIF student who has difficulties reading. There were three stages in this study: pre-test, intervention, and post-test; for which the intervention stage employed a direct instruction technique whereby the participant was given texts and trained to summarize each paragraph while reading the passage. The participant was also provided with a visual organizer and a guidance card to support self-regulation while reading. Three measurements were used to assess the success of the intervention; a reading comprehension test, an oral retelling measurement, and a session effectiveness evaluation. The two post-tests were administered one day and one week after the intervention stage. The participant had 23.8% correct answers in the pre-test; however, he achieved 71.4% and 78.6% correct answers in the first and second post-tests and also had oral retelling improvements. During the pre-test, the participant's oral retelling score was 4/30, which increases in the first and second post-test to 18/30 and 23/30. In addition, the participant improved by the end of almost all sessions. Therefore, it was concluded that summarization techniques can be effective in improving student abilities in understanding expository texts. This study presented a strategy that could be employed by practitioners and teachers to improve reading comprehension skills in students with BIF. This study also outlines several factors that should be considered when developing summarization strategy interventions for BIF students.