Abstract
ABSTRACT This study aimed to determine the effects of the print-referencing Shared Reading Programme (SRP) on print awareness (PA), vocabulary and listening comprehension of children with mild intellectual disability (ID) and their peers with low print awareness (LPA). Multiple probe design across subjects was employed. Three children with mild ID and their fifteen classmates with LPA participated in the study. Results showed that print awareness, vocabulary and listening comprehension of all children had increased at the end of the implementation compared to baseline. To determine the social validity of the intervention, semi-structured interviews were held with children and their parents and teachers after the implementation. Results indicated that children had positive attitudes to the intervention and parents and teachers explained that children’s early literacy skills improved because of the intervention. Results of the study were discussed and considered along with other studies in the literature and suggestions for future studies were presented.
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