Effect of Literacy-Rich-Approach in the Generalization and Maintenance of Reading Comprehension Skills in Children with Intellectual Disability

Authors

  • Mary Varkey Pallikudiyil Associate Professor, Department of Special Education, Nirmala Sadan Training College for Special Education, Muvattupuzha, India
  • Sukumaran Subramanian Ponath Professor, School of Behavioural Sciences, Mahatma Gandhi University, Kottayam, India

Keywords:

Generalization, Intellectual disability, Literacy-Rich-Approach, Maintenance, Reading comprehension

Abstract

The study investigates the effectiveness of Literacy-Rich-Approach (LRA) in the generalization and maintenance of reading comprehension skills in children with Intellectual Disability (ID). Sample consisted of 60 students with mild level Intellectual Disability (30 experimental 30 control) from special school. Pretest - post test - control group design was used. The study was done in three stages. (I) Pretesting stage, (II) Intervention stage using LRA (III) Post intervention stage. In stage III, the parallel test (to measure acquisition), the post test (to measure generalization), and retention test (to measure maintenance) were administered. Analysis of Covariance ANCOVA) was the major statistical technique employed for testing hypothesis. The result showed that LRA was effective for generalization and maintenance of reading comprehension skills in children with ID.

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Published

29-07-2020

How to Cite

[1]
M. V. . Pallikudiyil and S. S. . Ponath, “Effect of Literacy-Rich-Approach in the Generalization and Maintenance of Reading Comprehension Skills in Children with Intellectual Disability”, IJRESM, vol. 3, no. 7, pp. 350–355, Jul. 2020.

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Articles