Evaluation of a comprehensive literacy program in primary school students with intellectual disabilities in single case studies.
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| Title: | Evaluation of a comprehensive literacy program in primary school students with intellectual disabilities in single case studies. |
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| Authors: | Tebbe, Marc1 (AUTHOR) marc.tebbe@uni-bielefeld.de, Kuhl, Jan2 (AUTHOR), Zurbriggen, Carmen L.A.3 (AUTHOR) |
| Source: | Journal of Intellectual & Developmental Disability. Jun2026, Vol. 51 Issue 2, p161-173. 13p. |
| Subject Terms: | *Reading, *Educational outcomes, *Phonological awareness, *Content analysis, *Children with intellectual disabilities, *Teachers, *School children, *Ability, *Special education schools, *College teacher attitudes, *Research methodology, *Literacy, *Training, *Language acquisition, *Children, Research funding, Evaluation of human services programs, Interviewing, Descriptive statistics, Phonetics, Data analysis software, Regression analysis |
| Geographic Terms: | Germany |
| Abstract: | Background: The comprehensive literacy program Schoolmates, an adaptation of the program Friends on the Block, combines (high-frequency) sight word and phonics instruction for German-speaking students with intellectual disabilities. Method: A single-case multiple baseline design was used to assess the progress of nine primary school students with intellectual disabilities in reading practised sight words and simple syllables (basic decoding). Data were analysed using standardised visual inspection, non-overlapping indices and hierarchical piecewise linear regression. Results: Students demonstrated moderate improvement in reading sight words, with a significant effect on both the level and trend. Six out of nine students improved their basic decoding skills from the baseline to the follow-up phase. Conclusion: The comprehensive literacy program Schoolmates appeares to promote sight word reading among primary school students with intellectual disabilities. Future studies could investigate whether a higher frequency or longer duration of instruction affects basic decoding skills. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intellectual & Developmental Disability is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Background: The comprehensive literacy program Schoolmates, an adaptation of the program Friends on the Block, combines (high-frequency) sight word and phonics instruction for German-speaking students with intellectual disabilities. Method: A single-case multiple baseline design was used to assess the progress of nine primary school students with intellectual disabilities in reading practised sight words and simple syllables (basic decoding). Data were analysed using standardised visual inspection, non-overlapping indices and hierarchical piecewise linear regression. Results: Students demonstrated moderate improvement in reading sight words, with a significant effect on both the level and trend. Six out of nine students improved their basic decoding skills from the baseline to the follow-up phase. Conclusion: The comprehensive literacy program Schoolmates appeares to promote sight word reading among primary school students with intellectual disabilities. Future studies could investigate whether a higher frequency or longer duration of instruction affects basic decoding skills. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13668250 |
| DOI: | 10.3109/13668250.2025.2531710 |
