Department of Education and Special Education,
University of Gothenburg, Sweden
Abstract
The present intervention study reveals that students diagnosed with an
intellectual disability (ID) are able to construct meaning from written
expository text through guided social interaction. There were 31
students recruited from four special schools participating in this
intervention study.The study involves a pre-test phase and a post-test
phase. The students were divided into two intervention conditions: (a)
reciprocal teaching (RT), which involved practice in four reading
strategies—prediction, question generating, clarification, and
summarisation—and (b) inference training (IT), which involved practice
in answering inference questions, i.e., where you have to read between
the lines to find the answer. The training included 16 sessions over 8
weeks. Pre- testing and post-testing included seven tests. Improvement
of test results was obtained in both conditions to about the same
extent, indicating that both conditions were beneficial.
Corresponding address:
Monica REICHENBERG
Department of Education and Special Education
Box 300
405 30 Gothenburg, Sweden
E-mail: monica.reichenberg@ped.gu.se
Telephone number 046-031-7862451,
Мobile: 0765520775
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