Instructional strategies that foster reading skills of learners with intellectual disability: A scoping review

Jacob, Udeme Samuel; Pillay, Jace

doi:10.18844/cjes.v17i7.7589

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Students with ID will be better able to grasp and apply what they have learned in real-life settings. Consequently, it is necessary to devise and implement training for professionals who assist students with ID on the benefits of using suitable instructional techniques to build reading skills in this population (Jacob & Pillay, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Improving the Reading and Writing Skills of Students with Mild Intellectual Disability: The Effectiveness of Infographics

Gaber,

Allam,

El-Amin

et al. 2023

IJLTER

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Infographics are considered an effective educational tool to simplify complex information and make it more understandable and absorbable. However, applying this technology to teaching students with an intellectual disability (ID) may be challenging. The current research aimed to verify the effectiveness of the three types of infographics (static, motion and interactive) in improving the reading and writing skills of a sample of 48 students aged 7-10 with mild ID (MID) in an intellectual education programme attached to general education schools in Al-Ahsa in the Kingdom of Saudi Arabia. A quasi-experimental design was taken, in which the research sample was divided into four groups of equal numbers, namely, three experimental groups and a control group. The researchers prepared a reading and writing skills scale (RWSC), verified its validity and reliability, and applied it to the three research groups before and after implementing the three training programmes. The results of the research showed the effectiveness of the three types of infographics (interactive, motion, and static) in developing the reading and writing skills of the research sample. The study suggests using three types of infographics to teach reading and writing to students with MID. It suggests further exploration of interactive infographics in future research to improve their skills. The use of these educational infographics in academic subjects saves teachers time and effort, while using them in textbooks helps students retain and understand information more easily. Further research is needed to explore the use of interactive infographics as a teaching tool.

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Section: Literature Reviewmentioning

confidence: 99%

Improving the Reading and Writing Skills of Students with Mild Intellectual Disability: The Effectiveness of Infographics

Gaber,

Allam,

El-Amin

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

“…Among these four skills, reading skill has always been one of the crucial skills and basis of language learning which manifests the language competency of an individual (Roe et al, 2019). Moreover, reading is the cornerstone of effective language learning, and it affects the learning and understanding of new information (Jacob, 2022). Yet, mastering the reading skill heavily depends on the learners' vocabulary knowledge (Brooks et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Mnemonic Strategies to Boost Vocabulary Retention in ESL Reading Classes: A Conceptual Paper

Vanathayah,

Ismail

2023

IJARBSS

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Vocabulary acquisition and retention are two essential aspects that an English as Second Language (ESL) learner must acquire to master the four core skills of English, especially reading. One of the strategies that has been widely applied to improve vocabulary acquisition and retention is mnemonic strategy. Despite its wide use at enhancing reading skill, studies on the effectiveness of mnemonic strategies at improving reading skill among the ESL learners remains limited. Thus, this paper proposes a study to examine the effectiveness of mnemonic strategies and to determine the type of mnemonic strategy found to be effective in boosting vocabulary retention in ESL reading classes. This concept paper also proposes the conceptual framework, research methodology, data collection and analysis that are suitable to be employed in the study. Descriptive statistical analysis using SPSS software version 27 is propounded to calculate and analyse the data. A quantitative research employing questionnaire and tests will be used in this proposed study. The recommended participants for this study are 120 ESL primary pupils who will be selected through convenience purposive sampling method. Finally, implementation of mnemonics will enhance vocabulary retention, generate meaningful learning experience, and provide insight for the educators on the concept and effectiveness of mnemonic strategies in boosting vocabulary learning in reading classes.

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Through the Lens of Struggle: An Inquiry into the Reading Difficulties of Secondary High School Learners

C. FULGUERINAS

2024

International Journal of Innovative Science and Research Techno

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This research, adopting a Phenomenological approach, focuses on understanding the challenges students encounter in comprehending, decoding, and processing written information. Grounded in G. Reid Lyon's Phonological Processing Deficit Theory, introduced in the 1990s, the study aims to uncover the struggles of secondary high school learners facing reading difficulties. Data were gathered through In-Depth Interview and Focused-group Discussion among secondary teachers. Content thematic analysis was used to craft the main themes. Lived experiences on the struggles of secondary high school learners with reading difficulties were: reading difficulties in secondary learners, weak vocabulary and language skills, comprehension issues, learning disabilities, lacking reading motivations, difficulty with reading instruction, and technology distractions. Coping mechanisms were coined to the following themes: time management, active reading strategies, and multimodal learning resources. And finally, educational Insights that can be drawn to Mitigate reading difficulties of secondary learners: teaching approach and recognition of diverse learners, and effective encouragement through access to books and empowering tools. In the future, DepEd plans a comprehensive policy for reading difficulties, prioritizing tailored teacher training, diverse resources, and continuous support for an inclusive environment, while research informs policy and innovative education approaches.

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Instructional strategies that foster reading skills of learners with intellectual disability: A scoping review

Cited by 3 publications

References 25 publications

Improving the Reading and Writing Skills of Students with Mild Intellectual Disability: The Effectiveness of Infographics

Improving the Reading and Writing Skills of Students with Mild Intellectual Disability: The Effectiveness of Infographics

Effectiveness of Mnemonic Strategies to Boost Vocabulary Retention in ESL Reading Classes: A Conceptual Paper

Through the Lens of Struggle: An Inquiry into the Reading Difficulties of Secondary High School Learners

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