Etichetă: written language comprehension

The purpose of this study was to improve reading skills in young schoolchildren with moderate intellectual disability through specialized intervention. Eight students diagnosed with moderate intellectual disabilities, aged between 11 and 13 years old, from three different counties, attending special education in the 3rd and 4th grades, participated in this study. The intervention program lasted for 40 sessions, each 45 minutes long. Three aspects of reading (accuracy, fluency and comprehension) were measured repeatedly, during six assessment sessions, using two standardized assessment tools, validated for the Romanian population: Reading Fluency Assessment and Training Test (PEAFC) and Romanian Language Morphological Abilities Assessment Test (PEAMLR). Following the application of the intervention program, significant progress was observed in terms of the speed of recognizing syllables and words and linking them in utterances, increasing the percentage of reading accuracy, by increasing the number of words read correctly and reducing reading errors, enriching and activating vocabulary, improving grammatical skills, forming reasoning and inductive and deductive inferential skills, increasing motivation for reading. The results obtained confirm the research hypothesis: the intervention program improved the reading skills of the beneficiary students.
Keywords: intellectual disability, reading skills, reading accuracy, reading fluency, written language comprehension, intervention program.
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DOI: 10.26744/rrttlc.2024.10.2.03
Published on line: 10/31/2024