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Effectiveness Of Phonological Awareness Interventions On First Grade Children With Intellectual Disabilities

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Only one third of students in the U.S. are scoring at proficient levels on reading assessments. The data from 2013 to 2015 has remained relatively unchanged with one exception – children with intellectual disabilities reading scores have actually dropped (National Report Card, 2015). The purpose of this study was to determine if evidence-based reading interventions from the Florida Center for Reading Research (FCRR) would increase phoneme blending and segmenting skills in children who have intellectual disabilities. Two 1st grade special education students, ages 6 and 7, participated in an AB research design. Phoneme segmentation fluency and nonsense word fluency assessments (Dynamic Measurement Group, 2011) were completed at baseline and…show more content…
IDEA also stated that any alternate assessment must be aligned to grade level standards (Towles-Reeves, Kleinart & Muhomba, 2009). The research is expanding in the area of evidence-based reading interventions to include children who have intellectual disabilities. Phonological awareness is gaining support as a critical element in reading instruction as shown in student performances using targeted intervention measures that align to the student’s instructional level and to reading standards (Lemons, Mrachko, Kostewicz, & Paterra, 2012). Without explicit instruction in phonological awareness, a student will fall short in being able to understand the critical elements needed to read and will only be able to learn by memorization (Shankweiler & Fowler, 2004). Based on these statistics, evidence-based reading interventions including phonological awareness must be included in reading instruction. The purpose of this study was to see the effect of evidence-based reading interventions that align with students’ instructional level and their achievement in literacy performance for first grade students who have intellectual disabilities (ID). The information presented focused on early literacy development, phonological awareness, intellectual
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