The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China / Huan LI in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.249-259 Titre : The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China Type de document : Texte imprimé et/ou numérique Auteurs : Huan LI, Auteur ; Ning AN, Auteur ; Li DENG, Auteur ; Jing YU, Auteur ; Shuo ZENG, Auteur Article en page(s) : p.249-259 Langues : Anglais (eng) Mots-clés : family member  online learning  intellectual disability  early reading skills  Chinese Index. décimale : PER Périodiques Résumé : Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. En ligne : https://dx.doi.org/10.1177/10883576241232902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China [Texte imprimé et/ou numérique] / Huan LI, Auteur ; Ning AN, Auteur ; Li DENG, Auteur ; Jing YU, Auteur ; Shuo ZENG, Auteur . - p.249-259. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.249-259 Mots-clés : family member  online learning  intellectual disability  early reading skills  Chinese Index. décimale : PER Périodiques Résumé : Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. En ligne : https://dx.doi.org/10.1177/10883576241232902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

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