Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities

Youjia Hua, Chengan Yuan, Kristin Monroe, Michelle L. Hinzman, Saeed Alqahtani, Abdullah Abdulmohsen Alwahbi, Amanda M. Kern

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)279-289
Number of pages11
JournalDevelopmental Neurorehabilitation
Volume21
Issue number5
DOIs
StatePublished - Jul 4 2018
Externally publishedYes

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Keywords

  • Masked visual analysis
  • randomized single case research
  • reading intervention

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Rehabilitation
  • Developmental Neuroscience

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