Journal article
Effects of Combined Repeated Reading and Question Generation Intervention on Young Adults with Cognitive Disabilities
Education and training in autism and developmental disabilities, Vol.47(1), pp.72-83
03/01/2012
Abstract
The combined repeated reading and question generation procedure is a reading intervention designed to target both fluency and comprehension for students with disabilities. Previous research has demonstrated the effectiveness of the intervention for school age children with learning disabilities. This study extended the research by utilizing the program with three postsecondary learners with severe learning disability and mild mental retardation. In the context of a multiple baseline across participants design, the results indicate that the program may be an effective intervention to improve fluency and comprehension for young adults with cognitive disabilities.
Details
- Title: Subtitle
- Effects of Combined Repeated Reading and Question Generation Intervention on Young Adults with Cognitive Disabilities
- Creators
- Youjia Hua - Univ Iowa, Dept Teaching & Learning, Lindquist Ctr N256, Iowa City, IA 52242 USAWilliam J. TherrienJo M. HendricksonSuzanne Woods-GrovesPamela S. RiesJulia W. Shaw
- Resource Type
- Journal article
- Publication Details
- Education and training in autism and developmental disabilities, Vol.47(1), pp.72-83
- Publisher
- Council Exceptional Children
- ISSN
- 2154-1647
- Number of pages
- 12
- Language
- English
- Date published
- 03/01/2012
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984720284502771
Metrics
1 Record Views