iPad and repeated reading to improve reading comprehension for young adults with intellectual disability
By: Alqahtani, Saeed S.
Series: Research in Developmental Disabilities 103 (103703: 2020. 2020Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Online resources: Read this Article Summary: Background The iPad is a promising tool for supporting the academic skills of students with disabilities, including young adults with intellectual disability (ID). These students may struggle to gain or retain employment because they lack functional reading skills. Therefore, improving functional reading will help these students comprehend text and master reading. Method Using a single-subject design, this study is a comparison of repeated reading and iPad text-to-speech techniques for three young adults with ID. Results The results show that two participants improved their reading comprehension in both conditions, with no significant difference between conditions. However, iPad instruction helped these students access text in almost one third of the time that the repeated reading required. Conclusion This demonstrates that iPads may be effective tools for supporting the academic skills of students with ID.Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | ii/S0891422220301335 |
Background The iPad is a promising tool for supporting the academic skills of students with disabilities, including young adults with intellectual disability (ID). These students may struggle to gain or retain employment because they lack functional reading skills. Therefore, improving functional reading will help these students comprehend text and master reading. Method Using a single-subject design, this study is a comparison of repeated reading and iPad text-to-speech techniques for three young adults with ID. Results The results show that two participants improved their reading comprehension in both conditions, with no significant difference between conditions. However, iPad instruction helped these students access text in almost one third of the time that the repeated reading required. Conclusion This demonstrates that iPads may be effective tools for supporting the academic skills of students with ID.
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