Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication

Frontiers in Education

Education

Megan Geyer¹  Natalina Meuli¹  Catherine Martinet¹  Anne-Françoise de Chambrier¹  Rachel Sermier Dessemontet¹  Myrto Atzemian¹  Anne-Laure Linder² 

[1] Special Needs Education Unit, University of Teacher Education of the State of Vaud, Lausanne, Switzerland;null;

关键词: intellectual disability;    augmentative and alternative communication;    complex communication needs;    reading;    spelling;    phonics;    intervention;   

DOI  :  10.3389/feduc.2023.1190838

 received in 2023-03-21, accepted in 2023-09-19,  发布年份 2023

来源: Frontiers

【 摘 要 】

IntroductionThis study is an examination of the effects of a series of adaptations made to a phonics-based reading intervention program for students with an intellectual disability (ID). The adaptations were designed to make the program more accessible to augmentative and alternative communication (AAC) users. They consisted of using a pointing-response modality to allow participants to give their answers as well as the use of internal speech, which involved performing certain tasks in one’s head because students with complex communication needs could not perform them aloud. Participants also completed reading and spelling activities on an iPad® application.MethodsA multiple-probe-across-participants design was used. Specifically, the adapted reading program’s effects were assessed on reading and spelling skills of three students with ID who were AAC users.ResultsThe outcomes indicate that all three participants improved their reading skills, and two participants also improved their spelling skills.DiscussionThe results and implications for future research are discussed.

【 授权许可】

Unknown   
Copyright © 2023 Linder, Geyer, Atzemian, Meuli, Martinet, de Chambrier and Dessemontet.

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