Teaching Listening Comprehension of Science e-Texts for Students with Moderate Intellectual Disability
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| Title: | Teaching Listening Comprehension of Science e-Texts for Students with Moderate Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | Wood, Leah (ORCID |
| Source: | Journal of Special Education Technology. Dec 2020 35(4):272-285. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Listening Comprehension, Science Materials, Handheld Devices, Electronic Learning, Textbooks, Expository Writing, Students with Disabilities, Elementary School Students, Grade 3, Moderate Intellectual Disability, Instructional Effectiveness, Assistive Technology, Time Factors (Learning), Cues, Questioning Techniques, Urban Schools, Public Schools, Language Tests |
| Assessment and Survey Identifiers: | Woodcock Language Proficiency Battery |
| DOI: | 10.1177/0162643419882421 |
| ISSN: | 0162-6434 |
| Abstract: | This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1274031 |
| Database: | ERIC |
| Abstract: | This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment. |
|---|---|
| ISSN: | 0162-6434 |
| DOI: | 10.1177/0162643419882421 |
