The reading practices of people with neuropsychiatric disabilities: a review of library and information science literature (original) (raw)
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Background. Over the last several decades, the world has been made more accessible for people with disabilities. However, many of these achievements have primarily focused on physical limitations, and it is also important that the environment be made easy to understand for those people who may be at risk of social exclusion. Reading competence is one of the fundamental functional skills people need to access communication and culture. The facilitation of this adaptation is called cognitive accessibility. Cognitive accessibility encompasses everything related to how people understand the meaning of their environment, and especially written documents. Objective. The main objective of this study was to establish a scale of evaluation of reading competence for adults with intellectual and developmental disability (IDD) compared to university students (as a control group). Thus, we sought to establish different levels of reading competence relative to the difficulty of various texts (A, B, C), in accordance with the criteria established in the Common European Framework of Reference for Languages (CEFR). Design. 450 adults with IDD and 200 undergraduate university students took part in this study. They read and were scored on three texts of different lexical and semantic complexity. Results. The results in three different studies showed that adults with intellectual and developmental disability (AIDD) improve their performance in reading comprehension when additional time and support are made available. Conclusion. If a greater amount of time is made available, the performance of a significant part of the AIDD population improves considerably, in some cases approaching the level of performance of university students. These results raise new lines of research on how to give people with IDD access to more comprehensible and accessible reading material.
Reading and Writing in Severe Intellectual Disability: a Systematic Review
2023
Purpose of Review Analyzing the capacity of students with severe intellectual disabilities to develop reading and writing skills is a major challenge. This group is highly heterogeneous in basic skills and prerequisites, and sometimes struggle with basic capacities in attention. However, compelling and real evidence shows that individuals with severe intellectual disabilities can engage in adapted and modified shared reading activities. This literature review reports on studies on literacy assessment and instruction for individuals with severe intellectual disabilities. The first aim of this review is to highlight factors that can facilitate literacy learning within severe intellectual disabilities. The second aim is to analyze previous literacy interventions and training, with a main focus on assistive technologies. Recent Findings For this review, we included 24 empirical studies published between 2012 and 2022 that met our four criteria. The included studies were analyzed to determine if the current research in this field supports a comprehensive approach to the development of literacy skills for individuals with severe intellectual disabilities. These studies were systematically analyzed focusing on settings, assessment, methods of interventions, and the use of technological aids in which learning occurred. Summary The findings indicate that current literacy instruction is not comprehensive; and the literacy instruction provided in the studies does not address recommendations from the field for individuals with severe intellectual disabilities. However, there is a growing interest in exploring innovative approaches to literacy instruction for this population, and the most powerful emerging area of research involves the use of assistive technology to support literacy learning in individuals with severe intellectual disabilities.
READING INSTRUCTION FOR STUDENTS WITH INTELLECTUAL DISABILITIES
Students with intellectual disabilities can learn to read. There are three basic approaches to reading instruction with this population: (a) a sight word approach, (b) a phonics or skills-based approach, and (c) a comprehensive approach. Of these, only the comprehensive approach will enable students to achieve their full literacy potential. This article describes a comprehensive, meaning-based approach. This is not a program or method; rather, a set of research-based strategies designed to develop all three of the brain’s cueing systems
Enhancing reading abilities of learners with intellectual impairments through computer technology
African Journal of Disability
Background: Developments in the teaching of children with disabilities support pedagogy that emphasises learners’ strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in academic environments. Computer technology is one of the tools recognised for its potential to enrich learning experiences of learners with an intellectual impairment.Objectives: We sought to assess the influence of text-to-speech stories on the reading ability of intellectually challenged learners.Method: A qualitative action research study that involves learners at a special school in Cape Town, South Africa. Pre- and post-test data of the reading performance of learners are analysed with a focus on how they demonstrate change.Results: Although no claims can be made about the explicit influence on reading performance, computer-assisted learning has the potential in isolating reading proce...
Reading Disability and Its Treatment. EMIR Report No. 2
1997
This book presents eight articles on reading disability and its treatment, dealing with research in the field of dyslexia, reading and writing difficulties, and their handicapping consequences. Phonological awareness intervention approaches, different kinds of dyslexia subtyping, early prevention issues, and longitudinal data are dealt with in the book from neurobiological as well as psychological and socio-educational perspectives. Authors of articles in the book represent seven different countries. Articles are (1) "Levels of Approaching Reading and Its Difficulties" (Ingvar Lundberg and Torleiv Hoien); "A Component-Based Approach to the Diagnosis and Treatment of Reading" (PG Aaron); (3) "Successful Remedial Teaching with Fewer Resources" (Pekka Niemi and Elisa Poskiparta); (4) "Phonological Training and Reading Skill: Why Do Some Resist?" (Stefan Gustafsson and others); (5) "Hemispheric Specific Stimulation: Neuropsychological Treatment of Dyslexia" (Jan W van Strien); (6) "Reading Difficulties and Special Instruction" (Aryan van der Leij); (7) "Twenty-Five Years of Longitudinal Studies on Dyslexia" (Hanna Jaklewicz; and (8) "Reading Disability and Its Treatment" (Mogens Jansen). (Author/RS)
Instructional Texts and the Fluency of Learning Disabled Readers
Handbook of Reading Disability Research, 2010
In this chapter, we explore the role played by texts in supporting fluent reading in students, especially those with learning disabilities (LD). Our basic premise is that texts have an important role to play in the acquisition of this knowledge and that, until this role is better understood and recognized, interventions will limp along, working hard to make a difference and often failing to do so. The texts of reading instruction, especially for beginning readers, have increased substantially in difficulty over the past two decades. These shifts, we will demonstrate, particularly have consequences for students with LD. The discrepancy between the proficiency of students with LD and the demands of the text are great, setting students up for continued failure. Further, current textbooks are not based upon an empirical understanding of the kinds of scaffolds needed by beginning or struggling readers to acquire the orthographic proficiency needed for becoming proficient and fluent readers. We describe the empirical basis for a model of text that can be supportive of fluent reading in readers with LD.
Do Easy-To-Read Texts Help People with Intellectual Disabilities Achieve Literacy?
Easy-to-read texts enable people with intellectual disabilities to have a quality experience in understanding texts. Since people with intellectual disabilities receive and process information more slowly than other individuals, adapted texts enable individuals with intellectual disabilities for self-education and literacy competence in the wider social environment. Our empirical research showed that students with intellectual disabilities better understand the content of easy-to-read texts. When talking about the text, they can interact with people more easily. They can discuss the text more easily, express their opinion and support it with arguments. The research has shown that adapted texts have a positive impact in all aspects on the understanding of content in people with intellectual disabilities.
Specijalna edukacija i rehabilitacija
Developing reading literacy of students with mild intellectual disabilities (hereinafter ID) is one of the more challenging educational issues. These students are usually enrolled in an adapted program with lower educational standards (hereinafter AP LES), which predicts that by the end of the literacy development period the students will have mastered reading techniques to the point of being able to focus primarily on developing reading comprehension. Throughout this research, we were interested in finding out the degree to which this goal was fulfilled in a group of 61 fifth grade students with ID, enrolled in AP LES, at the end of the systematic literacy development period. Using factor analysis, we studied the characteristics of reading literacy in this group of students. Additionally, we compared the results of students with ID with the norms created for students of typical development at the end of their literacy development period (third grade). We can conclude that reading efficiency of students with ID at the end of the literacy development period is still based on lower level processes (decoding). Reading issues of students with ID are complex in nature and apply to various factors of reading literacy. Taking the students' oral reading accuracy into account, we can reach a conclusion that only a smaller percentage of students is capable of reaching the fundamental goal of reading lessons in the given amount of time. Based on our results we will be able to give suggestions on how to plan future reading lessons in AP LES.