TY - JOUR
T1 - Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities
AU - Hua, Youjia
AU - Yuan, Chengan
AU - Monroe, Kristin
AU - Hinzman, Michelle L.
AU - Alqahtani, Saeed
AU - Alwahbi, Abdullah Abdulmohsen
AU - Kern, Amanda M.
N1 - Funding Information:
The research reported herein was supported in part by the Office of Postsecondary Education (OPE), U.S. Department of Education, through Grant P407A100030 to The University of Iowa. The opinions expressed are those of the authors and do not represent views of the OPE or the U. S. Department of Education.
Publisher Copyright:
© 2018, © 2018 Taylor & Francis.
PY - 2018/7/4
Y1 - 2018/7/4
N2 - 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.
AB - 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.
KW - Masked visual analysis
KW - randomized single case research
KW - reading intervention
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U2 - 10.3109/17518423.2016.1139011
DO - 10.3109/17518423.2016.1139011
M3 - Article
C2 - 27003676
AN - SCOPUS:84961393723
SN - 1751-8423
VL - 21
SP - 279
EP - 289
JO - Developmental Neurorehabilitation
JF - Developmental Neurorehabilitation
IS - 5
ER -