Project Intensity: The Development of a Supplemental Literacy Program Designed to Provide Extensive Practice with Multiple-Criteria Text for Students with Intellectual Disabilities
Although important advances in research on preventing reading failure have been made in recent years, research developing and examining effective reading instruction for students with low IQs, particularly those with intellectual disabilities (ID), is sparse. Emerging research in this area is encouraging and points to the need for intensive integrated cumulative review and transfer of skills to connected text. Connected text is needed that carefully sequences word structures and facilitates the development of comprehension and oral language.
The goal of this project was to develop carefully designed texts and application lessons to provide students with low IQs (a) focused opportunities to develop listening and reading comprehension, (b) additional cumulative review of key skills, and (c) explicit instruction in the transfer and application of skills to text specifically selected or designed text that addresses multiple criteria hypothesized to be critical for students with ID.
Acknowledgements: Support for carrying out this research was provided by grant R324A130102 from the Institute of Education Sciences. The views expressed herein are those of the authors and have not been reviewed or approved by the granting agency.
The goal of this project was to develop carefully designed texts and application lessons to provide students with low IQs (a) focused opportunities to develop listening and reading comprehension, (b) additional cumulative review of key skills, and (c) explicit instruction in the transfer and application of skills to text specifically selected or designed text that addresses multiple criteria hypothesized to be critical for students with ID.
Acknowledgements: Support for carrying out this research was provided by grant R324A130102 from the Institute of Education Sciences. The views expressed herein are those of the authors and have not been reviewed or approved by the granting agency.
