PDF(Pubmed)
Abstract：
BACKGROUND: Literacy is one of the most important skills a students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers and lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills.
METHODS: Forty non-verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Learning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention.
CONCLUSIONS: The reading material \"Lesing for alle\" (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading components such as sound blending, letter-sound correspondence, phoneme segmentation, shared reading, recognition of sight words, and decoding. The strategies and methods in use is built on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of them who use AAC specially outside of the USA. More research is needed to understand how programs designed to improve reading skills across other settings understand the program\'s long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers.
BACKGROUND: NCT05709405 . Registered 23 January 2023.
METHODS: Forty non-verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Learning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention.
CONCLUSIONS: The reading material \"Lesing for alle\" (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading components such as sound blending, letter-sound correspondence, phoneme segmentation, shared reading, recognition of sight words, and decoding. The strategies and methods in use is built on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of them who use AAC specially outside of the USA. More research is needed to understand how programs designed to improve reading skills across other settings understand the program\'s long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers.
BACKGROUND: NCT05709405 . Registered 23 January 2023.
摘要：
背景：识字是学生可以达到的最重要的技能之一，因为它提供了获取信息和通信的途径。不幸的是,识字技能不容易获得，特别是对于需要增强和替代交流（AAC）的智障学生。获得识字有许多障碍，有些是由于父母和老师的期望低，以及缺乏基于证据的阅读计划和适用于AAC的阅读材料。由于广泛的支持需求而产生的障碍也是一个真正的因素。该试验旨在为40名需要AAC的智障学生提供阅读指导，并在如何通过阅读指导来最大限度地支持这一人群的辩论中做出贡献。
方法：需要AAC的40名非语言或语言最低限度的智障学生（6-14岁）将是阅读干预的一部分，具有四个随机基线的多单例设计。干预期将持续18个月，将于2023年3月开始。学生将以一对一的形式接受干预，根据JaniceLight和DavidMcNaughton开发的无障碍识字学习（ALL），系统地使用包含语音意识和解码任务的阅读材料。所有教师将接受培训，以提供阅读干预。
结论：阅读材料“Lesingforalle”（全民阅读）基于并遵循ALL研究背后的策略。当前的试验将通过阅读干预有助于超越仅教授视觉单词，并结合几个阅读组件，例如声音混合，字母-声音通信，音素分割,共享阅读,识别视觉单词，和解码。使用的策略和方法是建立在现有的阅读科学，特别是对需要AAC的智障学生的阅读教学有效。在与阅读相关的语音处理干预措施中，先前的发现对特别在美国以外使用AAC的不同人群的普遍性有限。需要更多的研究来了解旨在提高其他设置阅读技能的计划如何理解该计划的长期效果，并研究由非语言治疗师或研究人员的教育工作者提供的有效性。
背景：NCT05709405。2023年1月23日注册。
方法：需要AAC的40名非语言或语言最低限度的智障学生（6-14岁）将是阅读干预的一部分，具有四个随机基线的多单例设计。干预期将持续18个月，将于2023年3月开始。学生将以一对一的形式接受干预，根据JaniceLight和DavidMcNaughton开发的无障碍识字学习（ALL），系统地使用包含语音意识和解码任务的阅读材料。所有教师将接受培训，以提供阅读干预。
结论：阅读材料“Lesingforalle”（全民阅读）基于并遵循ALL研究背后的策略。当前的试验将通过阅读干预有助于超越仅教授视觉单词，并结合几个阅读组件，例如声音混合，字母-声音通信，音素分割,共享阅读,识别视觉单词，和解码。使用的策略和方法是建立在现有的阅读科学，特别是对需要AAC的智障学生的阅读教学有效。在与阅读相关的语音处理干预措施中，先前的发现对特别在美国以外使用AAC的不同人群的普遍性有限。需要更多的研究来了解旨在提高其他设置阅读技能的计划如何理解该计划的长期效果，并研究由非语言治疗师或研究人员的教育工作者提供的有效性。
背景：NCT05709405。2023年1月23日注册。
