The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students with Intellectual Disability in China
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| Title: | The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students with Intellectual Disability in China |
|---|---|
| Language: | English |
| Authors: | Huan Li (ORCID |
| Source: | Focus on Autism and Other Developmental Disabilities. 2024 39(4):249-259. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Students with Disabilities, Intellectual Disability, Intervention, Early Reading, Online Courses, Family Relationship, Family Environment |
| Geographic Terms: | China |
| DOI: | 10.1177/10883576241232902 |
| ISSN: | 1088-3576 1538-4829 |
| Abstract: | Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446536 |
| Database: | ERIC |
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| Abstract: | Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. |
|---|---|
| ISSN: | 1088-3576 1538-4829 |
| DOI: | 10.1177/10883576241232902 |
