2019 Graduate Student Showcase

Degree Program

Early and Special Education, MEd

Major Advisor Name

Jeremy Ford

Type of Submission

Scholarly Poster


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.