Helping Students with Moderate and Severe Intellectual Disability Access Grade-Level Text

Hudson, Melissa E.; Browder, Diane M.; Wakeman, Shawnee

doi:10.1177/004005991304500302

Cited by 43 publications

(34 citation statements)

References 3 publications

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“…Educators can assist students with intellectual disabilities by implementing an evidence-based intervention to enhance the ERC process (Hudson, Browder, & Wakeman, 2013). One strategy that has shown some success in increasing the ERC skills of students with and without disabilities, but that has not demonstrated success with kindergarten students with intellectual disabilities, is one version of a metacognitive reading strategy.…”

Section: Educational Issue Declarationmentioning

confidence: 99%

“…These constructive theories clearly supported the framework of this study. In other words, when the kindergarten students with intellectual disabilities were given specific clues about reading content, these clues appeared to create metacognitive aids that facilitated ERC skills (Bilgi Damber, 2015;Hudson & Browder, 2014;Hudson et al, 2013;Shurr & Taber-Doughty, 2012;Qanwal & Karim, 2014;Wood, Browder, & Flynn, 2015).…”

Section: Interpretation Of the Findingsmentioning

confidence: 99%

“…Therefore, the results of this study added to the evidence-based literature on effective practices for kindergarten students with intellectual disabilities. Consequently, the implementation of an evidence-based strategy can be advantageous in addressing the ERC skills of kindergarten students with intellectual disabilities (Beecher & Chidre, 2012;Broek et al, 2011;Hudson et al, 2013;Qanwal & Karim, 2014).…”

Section: Let's Chatmentioning

confidence: 99%

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Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Cox-Magno

Ross

Dimino

et al. 2018

JERAP

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This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with intellectual disabilities. A single-participant, multiple baseline design with graphical visual analysis was used across four kindergarten students with intellectual disabilities to illustrate the influence of the reading intervention. All four kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant’s baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with intellectual disabilities, thus allowing intellectual disability students greater opportunity to benefit from curriculum and instruction over time.

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Section: Educational Issue Declarationmentioning

confidence: 99%

Section: Interpretation Of the Findingsmentioning

confidence: 99%

Section: Let's Chatmentioning

confidence: 99%

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Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Cox-Magno

Ross

Dimino

et al. 2018

JERAP

View full text Add to dashboard Cite

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“…While we found no research on literacy interventions with preschool children with moderate to severe disabilities, recommendations from studies with preschool children with speech and language impairments point to the importance of explicit teaching and providing multiple opportunities to learn the skill (Carta & Driscoll, 2013 ). Research with older students has found that specifi c adaptive strategies (e.g., adapting text, offering response options, using a hierarchy of least prompts) have been effective in increasing access to age-appropriate literacy materials (Hudson, Browder, & Wakeman, 2013 ). Researcher-designed e-books that integrate principles of Universal Design for Learning with technology have been effective in promoting the development of comprehension skills for elementary students with moderate and severe disabilities (Coyne, Pisha, Dalton, Zeph, & Smith, 2012 ).…”

Section: Oral Languagementioning

confidence: 99%

Handbook of Early Childhood Special Education

Reichow

Boyd

Barton

et al. 2016

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“…Several papers have been published for teachers of students with learning disabilities (LD; Haager & Vaughn, 2013; Graham & Harris, 2013; Scruggs, Brigham, & Mastropieri, 2013), intellectual disabilities (Hudson, Browder, & Wakeman, 2013), and Autism (Constable, Grossi, Moniz, & Ryan, 2013). …”

Section: Ccss: Heightened Reading Complexity and Associated Challengesmentioning

confidence: 99%

Advanced Reading Comprehension Expectations in Secondary School

Ciullo

Ortiz

Otaiba

et al. 2015

Journal of Disability Policy Studies

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The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6-12 for students with ED. First, we summarize grade level expectations of the standards. Then, we describe the characteristics and underachievement of students with ED. Next, we evaluate challenges in meeting the expectations based on extant research, and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school.

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Helping Students with Moderate and Severe Intellectual Disability Access Grade-Level Text

Cited by 43 publications

References 3 publications

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Handbook of Early Childhood Special Education

Advanced Reading Comprehension Expectations in Secondary School

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