Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Action Research Report: Using Objects to Increase Reading Comprehension in Students with Significant Cognitive Disabilities

  • Sheila Bravo (Author)
DOI
https://doi.org/10.64546/jaasep.314
Abstract
The purpose of this action research was to facilitate reading comprehension of read-alouds in students with the most significant cognitive disabilities. Grade-level read-alouds were paired with manipulatives (real objects) that represented the stories read. Students were assessed after reading, and the results between instances when manipulatives were used, were compared to instances when pictures were used. All students participating in the study demonstrated an increased level in comprehension of the texts shown by answering more questions correctly when manipulatives were used.
Keywords
Action Research, Comparative Analysis, Instructional Effectiveness, Intellectual Disability, Manipulative Materials, Oral Reading
References

Browder, D. M., Gibbs, S., Ahlgrim-Delzell, L., Courtade, G. R., Mraz, M., & Flowers, C. (2009). Literacy for students with severe developmental disabilities: What should we teach and what should we hope to achieve?. Remedial and Special Education, 30(5), 269-282. DOI: https://doi.org/10.1177/0741932508315054

Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 339-351.

Brower, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1-2), 3-12. DOI: https://doi.org/10.2511/rpsd.33.1-2.3

Browder, D. M., Wakeman, S. Y., Flowers, C., Rickelman, R. J., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explanation of the concept. The Journal of Special Education, 41(1), 2-16. doi:10.1177/00224669070410010101 DOI: https://doi.org/10.1177/00224669070410010101

Goldstein, J., & Behuniak, P. (2012). Assessing students with significant cognitive disabilities on academic content. The Journal of Special Education, 46(2), 117-127. doi:10.1177/0022466910379156 DOI: https://doi.org/10.1177/0022466910379156

Hudson, M. E., & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36(1-2), 34-45. DOI: https://doi.org/10.2511/rpsd.36.1-2.34

Kleinert, H. L., Browder, D. M., & Towles-Reeves, E. A. (2009). Models of cognition for students with significant disabilities: Implications for assessment. Review of Educational Research, 79(1), 301-326. DOI: https://doi.org/10.3102/0034654308326160

Mims, P. J., Browder, D. M., Baker, J. N., Lee, N., & Spooner, F. (2009). Increasing comprehension of students with disabilities: Implications for assessment. Education and Training in Developmental Disabilities, 44(3), 409-420.

Mims, P. J., Hudson, M. E., & Browder, D. M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27(2), 67-80. doi:10.1177/1088357612446859 DOI: https://doi.org/10.1177/1088357612446859

Ogletree, B. T., & Crawford, K. (2009). Communicative value of objects: Establishing iconic and indexical object experiences with individuals with severe intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 24(4), 248-251. doi:10.1177/1088357609346732 DOI: https://doi.org/10.1177/1088357609346732

Skotko, B. G., Koppenhaver, D. A., & Erickson, K. A. (2004). Parent reading behaviors and communication outcomes in girls with Rett syndrome. Council for Exceptional Children, 70(2), 145-166. DOI: https://doi.org/10.1177/001440290407000202

Towles-Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments based on alternative achievement standards. The Journal of Special Education, 42(4), 241-254. doi:10.1177/0022466907313451 DOI: https://doi.org/10.1177/0022466907313451

There are 12 references in total.
How to Cite
Bravo, S. (2016). Action Research Report: Using Objects to Increase Reading Comprehension in Students with Significant Cognitive Disabilities. Journal of the American Academy of Special Education Professionals, 11(3), 18-33. https://doi.org/10.64546/jaasep.314

Fall 2016

Article Information

  • Article Type Articles
  • Submitted September 24, 2016
  • Published October 15, 2016
  • Issue Fall 2016
  • Section Articles
  • File Downloads 0
  • Abstract Views 4
  • Altmetrics
  • Share
Download data is not yet available.