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Effects of a repeated reading intervention on the reading fluency of adolescents with intellectual disability

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Although repeated reading (RR) is highly effective in improving reading fluency, it has not been sufficiently studied in students with intellectual disability. This single-case experimental study with multiple baselines across participants examined the effects of an 8-week adapted RR intervention, on reading automaticity [i.e., correct words per minute (CWPM)] and accuracy [i.e., errors per minute (EPM)], in three adolescents with intellectual disability. Visual and statistical analyses revealed a gain in CWPM and drop in EPM on trained texts during the intervention, with moderate to large effect sizes. After the end of the intervention, the gains in reading automaticity (CWPM) were generalized to untrained texts, with large effect sizes. However, drops in accuracy (EPM) were small or not significant. The social validity of the intervention was rated positively by teachers and students. The findings suggest that adapted, evidence-based repeated reading interventions can be beneficial for students with intellectual disability. Implications for future research are discussed.
Keywords Intellectual disability · Reading fluency · Intervention · Repeated reading · Multiple-baseline design

Meskipun pembacaan berulang (RR) sangat efektif dalam meningkatkan kelancaran membaca, metode ini belum cukup diteliti pada siswa dengan gangguan intelektual. Studi eksperimental kasus tunggal dengan baseline multipel pada peserta ini menguji efek intervensi RR yang disesuaikan selama 8 minggu terhadap otomatisasi membaca [yaitu, kata benar per menit (CWPM)] dan akurasi [yaitu, kesalahan per menit (EPM)] pada tiga remaja dengan gangguan intelektual. Analisis visual dan statistik menunjukkan peningkatan CWPM dan penurunan EPM pada teks yang dilatih selama intervensi, dengan ukuran efek sedang hingga besar. Setelah akhir intervensi, peningkatan otomatisasi membaca (CWPM) generalisasi ke teks yang tidak dilatih, dengan ukuran efek besar. Namun, penurunan akurasi (EPM) kecil atau tidak signifikan. Validitas sosial intervensi dinilai positif oleh guru dan siswa. Temuan ini menyarankan bahwa intervensi membaca berulang yang disesuaikan dan didukung bukti dapat bermanfaat bagi siswa dengan gangguan intelektual. Implikasi untuk penelitian masa depan dibahas.
Kata kunci Gangguan intelektual · Kelancaran membaca · Intervensi · Membaca berulang · Desain baseline ganda

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Ketersediaan

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Informasi Detail

Judul Seri

Reading and Writing An Interdisciplinary Journal

No. Panggil

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Penerbit

: Springer Nature., 2025

Deskripsi Fisik

Hal. 1 - 20

Bahasa

English

ISBN/ISSN

15730905

Klasifikasi

NONE

Tipe Isi

text

Tipe Media

computer

Tipe Pembawa

online resource

Edisi

Vol.38 Issue 9

Subjek

Intellectual disability
Reading fluency

Info Detail Spesifik

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Pernyataan Tanggungjawab

Filio Zourou, Catherine Martinet, Zoé Portmann, Marine Martinez and Rachel Sermier Dessemontet

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