Show simple item record

dc.contributor.authorUlriksen, Line Britt
dc.contributor.authorBilet-Mossige, Marthe
dc.contributor.authorCogo Moreira, Hugo
dc.contributor.authorØien, Roald A
dc.contributor.authorNordahl-Hansen, Anders
dc.date.accessioned2024-06-28T11:35:06Z
dc.date.available2024-06-28T11:35:06Z
dc.date.issued2024-06-26
dc.description.abstractThe purpose of the current study was to examine whether seven children, aged 6–10 years, with intellectual disabilities who require augmentative and alternative communication, could acquire phonological awareness and reading skills by using a reading material that is based on research on the evidence-based reading program Accessible literacy learning. The effect of the measures has been examined using a multiple single-case design with baseline, posttest, follow-up, and maintenance. All the teachers were trained to deliver the reading intervention in the students’ familiar place at school. The results indicated that students with intellectual disabilities who require augmentative and alternative communication could acquire phonological awareness and decoding by working systematically with reading material based on evidence-based strategies.en_US
dc.identifier.citationUlriksen LB, Bilet-Mossige M, Cogo Moreira H, Øien RA, Nordahl-Hansen AJ. Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance. Research in Developmental Disabilities. 2024;151en_US
dc.identifier.cristinIDFRIDAID 2279260
dc.identifier.doihttps://doi.org/10.1016/j.ridd.2024.104790
dc.identifier.issn0891-4222
dc.identifier.issn1873-3379
dc.identifier.urihttps://hdl.handle.net/10037/33993
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.journalResearch in Developmental Disabilities
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleReading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenanceen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


File(s) in this item

Thumbnail

This item appears in the following collection(s)

Show simple item record

Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)