Literacy Learning Outcomes in a Longitudinal Study of a Postschool Literacy Education Program for Young Adults With Intellectual Disabilities

By: Moni, Karen.
Contributor(s): Jobling, Anne | Baffour, Bernie.
Series: Journal of Policy and Practice in Intellectual Disabilities 15 (2) June 2018: 155-165. 2018Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): INTELLECTUAL DISABILITY | YOUNG ADULTS | TERTIARY EDUCATION | LITERACY | INTERVENTION | EFFECTIVENESS | CASE STUDIES | LONGITUDINAL STUDIES | AUSTRALIA | LATCH ON LITERACY PROGRAM (LITERACY AND TECHNOLOGY HANDS ON)Online resources: Read this Article Summary: Reports the findings of a longitudinal study of the effects on literacy learning of an evidence‐based 2‐year postschool literacy program for individuals with ID. The results provide statistically significant evidence that individual students increased their scores in all of the assessments over time. The authors argue that appropriately designed long‐term PSE programs for literacy learning have the potential to enhance the language and literacy development of young adults with intellectual disabilities.
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Reports the findings of a longitudinal study of the effects on literacy learning of an evidence‐based 2‐year postschool literacy program for individuals with ID. The results provide statistically significant evidence that individual students increased their scores in all of the assessments over time. The authors argue that appropriately designed long‐term PSE programs for literacy learning have the potential to enhance the language and literacy development of young adults with intellectual disabilities.

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