Implementation of the Shared Reading Programme for Children with Mild Intellectual Disability and Their Peers with Low Print Awareness

Aslan D., ÖZMEN E. R.

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/1034912x.2024.2408672
  • Dergi Adı: INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Gazi Üniversitesi Adresli: Evet

Özet

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.