The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability
作者： Jill H. Allor , Diane B. Gifford , Francesca G. Jones , Stephanie Al Otaiba , Paul Yovanoff
DOI: 10.1352/1944-7558-123.5.474
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摘要: Abstract The purpose of this study was to examine the promise and feasibility a newly developed curriculum teach early literacy skills students with intellectual disability (ID) low IQs. texts were written include familiar settings, high frequency words, natural syntax, cumulative practice. A single-case design used multiple baseline across levels instruction included eight participants who had IQs spanning from 40 63. conducted one academic year in two private schools for special needs. Results showed that all demonstrated significant growth on proximal measures taught as well at least some curriculum-based distal measures. Additionally, program be feasible; teachers implemented intervention degrees fidelity expressed satisfaction effectiveness practicality program.
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