Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities

Abstract

ABSTRACTObjective: Reread-Adapt and Answer-Comprehend (RAAC) + Goal Setting intervention is a reading intervention that addresses both oral reading fluency (ORF) and reading comprehension while supporting persistence and motivation for learners who struggle with reading. Method: We delivered the RAAC + Goal Setting intervention to five young adult learners with intellectual disabilities (ID) in a postsecondary education setting. In the study, we investigated the effects of the intervention on generalization of reading skills to novel passages. Results: Utilizing a response-guided and randomized multiple-baseline across the participants’ design, we failed to reject the null hypothesis of no treatment effects based on the computed p-value. Traditional visual analysis of the data also reached a similar conclusion, however, we found that two participants’ decoding skills improved during the intervention. Conclusions: We did not find a functional relation between the intervention and student reading performance.