Title of Submission
Degree Program
Early and Special Education, MEd
Major Advisor Name
Jeremy Ford
Type of Submission
Scholarly Poster
Abstract
This presentation will discuss a project designed to improve the reading rate and comprehension of 18-21 year old students with intellectual and developmental disabilities using the Reread-Adapt and Answer-Comprehend Intervention. Results indicated an increase in decoding accuracy across five participants, however there were limited increases in reading rate and comprehension. The observation of increases in decoding accuracy is notable given Haring and Eaton’s (1978) Instructional Hierarchy which states accuracy is acquired prior to fluency. Acquiring adequate reading skills is necessary - though not sufficient - for individuals from this population to participate in postsecondary education and realize their chosen goals.