Many students with moderate intellectual disabilities report often experience limited access to age-appropriate texts. This is mostly due to reading skills limitations, access to instruction and supports, and educator beliefs. Text read-aloud is an emerging tool for increasing such access with limited resources available; however, supports are often still required for access to age-appropriate texts.
The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud.
This study used a multiple probe design. It was selected as a research design to measure this intervention’s effect across three different types of texts, including leveled readers, stories from a local newspaper, and sections from employee handbooks.
The study indicates that the picture plus discussion (PPD) intervention successfully increased student comprehension as measured by story retell. Implications and future directions for research and practice are discussed.
Reference: https://journals.sagepub.com/doi/full/10.1177/1088357615625056
