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Figure 1. Individual Graphs on Phoneme Segmentation Fluency. than students in the contrast group. Two measures directly assessed this skill, TOWRE Sight Word Efficiency and WLPB-R Letter-Word Identification. Differences on these measures were statistically significant and ESs were strong (.72 on TOWRE-word reading efficiency and .99 on WLPB-R Letter-Word Identification). Outcomes for oral language and comprehension were also positive. Effect sizes were moderate to strong on language measures, ranging from .36 to .71, with significant differences on receptive vocabulary (PPVT). Differences on passage comprehension were statistically significant. (See Table 3.) Conclusions This study provides clear support for raising expectations related to reading for students Figure 2. Individual Graphs on Nonsense Word Fluency. Comprehensive Reading Intervention / 17
with moderate ID. Students with moderate ID should not be left behind; they should be provided with scientifically-based reading instruction. <strong>The</strong> findings of this study strongly support the conclusion that students with moderate IDs can make important gains in reading and language skills when provided with intensive and comprehensive instruction over an extended period of time. A broad array of measures was studied, including PA, phonics, word recognition, comprehension, and oral language. ESs on all measures were moderate to strong, with means consistently favoring the intervention group. Statistically significant differences were found on multiple measures, including phonemic awareness, phonics, word recognition, and comprehension. <strong>The</strong>se findings are consistent with existing research and extend that research in several ways. First, explicit, systematic instruction in PA and phonics that has proven to be effective for students with IQs in the average range (Ehri et al., 2001; Mathes et al., 2005) is also effective for students with moderate ID. Prior research on teaching PA and phonics to students with ID focused on those with mild ID and was limited to relatively brief instructional periods targeting isolated skills (Joseph & Seery, 2004; O’Connor et al., 1996). <strong>The</strong> current study demonstrates that with an integrated and systematic approach, students with moderate ID can successfully combine isolated skills in PA and phonics to decode unfamiliar words. Second, this study is consistent with previous research demonstrating the effectiveness of systematic approaches in improving sight word recognition (Browder et al., 2006). In this study sight word instruction was one component of the comprehensive reading program implemented. Effect sizes on measures of sight word recognition were high and differences between the treatment and contrast groups were statistically significant. Third, we found that a comprehensive reading intervention can positively impact oral language and comprehension. With moderate ESs on oral language measures and strong, statistically significant differences on reading comprehension and receptive vocabulary, the current study extends previous research that had demonstrated only very basic, isolated comprehension skills (Browder, 2006). As is similar in research with students without ID, it is likely that gains in comprehension are strongly influenced by gains in word recognition. It appeared that the students in the treatment group were able to identify more words than the students in the contrast group, enabling them to answer a few basic comprehension items on the standardized measure. Fourth, the longitudinal design of this study provides information about the level of reading performance that can be expected after one to one and a half years of consistent instruction in a comprehensive reading program. Eight of the 16 students in the treatment group were approximately halfway through Level One or further. At this level, students were able to identify the most common sound for all individual letters and read words made up of those letters. For example, students were able to successfully say the sounds in words such as last, mom, slip, and step, as well as blend those sounds together to form the word. Further, students at this level were working on basic comprehension strategies, such as retelling stories, sequencing main events, and story grammar. Generally, students in this study took approximately twice the amount of time to successfully complete lessons than struggling readers in previous studies. Further, a closer look at the graphs in Figures 1 and 2 reveals that gains on DIBELS measures of PA and phonics (PSF and NWF) were typically not evident until students had been participating in the intervention for approximately 15 to 20 weeks of instruction. <strong>The</strong> time needed to evidence gain was much longer in duration than is typical of struggling readers without ID. Thus, while the content of instruction for both groups is the same, what differentiates them is the persistence needed on the part of schools to provide this instruction. Practical Implications <strong>The</strong> findings of this study have important practical implications for educators in the field of intellectual disabilities. First, and most importantly, our findings support educators who choose to provide reading instruction that is comprehensive and not limited to sight word memorization, even with students with IQs in the moderate range. Second, reading 18 / Education and Training in Autism and Developmental Disabilities-March 2010
Page 1 and 2: Education and Training in Autism an
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Page 7 and 8: only on isolated subskills of readi
Page 9 and 10: (Mathes & Torgesen, 2005a), was (a)
Page 11 and 12: The following meas
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Page 15 and 16: TABLE 3 Growth on Pretest to Postte
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Page 19: was no statistical difference betwe
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Page 27 and 28: y students with and without disabil
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Page 31 and 32: TABLE 2 Student Beliefs about Educa
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Page 35 and 36: quently than Iranian students. Comp
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Page 39 and 40: Analysis of person-centered plannin
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Page 45 and 46: TABLE 1 Summary Descriptors of Mark
Page 47 and 48: possible signs of Pierre Robin synd
Page 49 and 50: living skills. When evaluated for v
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Page 53 and 54: were evident at Jim’s birth (i.e.
Page 55 and 56: References Alper, S. (2003). <stron
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the National Longitudinal Transitio
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lack the underlying categorical and
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Computer, but these classes were lo
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themes used in the baseline session
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Figure 1. Mean Percentage of Interv
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that these changes may also be obse
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children with autism: The</
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sessment involves direct observatio
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ehavior plans submitted to the comm
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TABLE 2 Functional Assessment Compo
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TABLE 4 Frequency of Behavior in Ea
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Figure 1. Hypothesized functions of
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who may not have access to trained
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Education and Training in Autism an
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sand, and independently engages for
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that was prescribed for the target
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TABLE 5 Alp’s Positive Behavior S
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Figure 1. Mothers’ percent of cor
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TABLE 7 Means and Ranges for Partic
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analysis of acquisition, generaliza
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egressive form of autism represents
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Mercury Exposure during Pregnancy E
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the Institute of Medicine (IOM) sta
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tors as we seek to become more well
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TABLE 1 Overview of Response Card S
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effect, students responded to a gre
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group instructional sequence has be
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TABLE 1 Stages of The</stro
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ternative for instructing individua
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Figure 1. Percentage of correct res
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TABLE 3 Instructional Data for Each
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Hall, M. G., Schuster, J. W., Woler
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serve him or herself performing a b
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ically turn on the device and to se
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Figure 1. Adam’s percentage of ta
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ing intervention was reimplemented,
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implemented, all students demonstra
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Hagiwara, T., & Myles, B. S. (1999)
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Method Participants Participants we
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TABLE 1 Summary of Director Respons
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number of recommended hours. Taken
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increasing number of children ident
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Look! I'm in College! DVD Look, I
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