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

Abstract

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.

Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs, Opportunity to Learn

“…In contrast, conventional literacy understandings are developed through instruction that addresses, at a minimum, phonemic awareness, phonics, reading fluency, and text comprehension (National Institute for Child Health and Development [NICHD], 2000). Though students with ESN/CCN can learn conventional literacy skills in isolation, they often struggle to apply them across reading and writing tasks (D. M. Browder et al, 2006;Linder et al, 2023). This may be due to limited opportunity to establish foundational, emergent literacy skills and understandings, and it may be mitigated by increased emergent literacy instruction and learning opportunities.…”

“…Without these emergent literacy skills, students struggle to learn and apply conventional literacy skills (i.e., the ability to read independently with comprehension and write to convey meaning to others; C. M. D. Connor et al, 2006. This is especially true for students with ESN/CCN (Linder et al, 2023). Though most students acquire emergent skills and concepts before or shortly after beginning kindergarten (NELP, 2008), many students with ESN/CCN require instruction throughout their school career to acquire them (Burnes & Clark, 2021).…”