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Ten learners from a postsecondary education program were randomly assigned to control and experimental groups. An instructor delivered 12 lessons to the experimental group using a cognitive strategy instructional model. In a pre- and posttest with a control-group design, the experimental group recalled more main ideas and details, indicating benefit from explicit cognitive reading comprehension instruction and procedures. 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The experimental group received 12 lessons using a cognitive strategy instructional model.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study results?",{"text":121,"@type":113},"In the pre- and posttest with control-group design, the experimental group outperformed the control group on recalled main ideas and details, supporting that explicit cognitive reading comprehension strategy instruction can help.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600614,1792122450,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Education and Training in Autism and Developmental Disabilities, 2014, 49(3), 429 –439  \n© Division on Autism and Developmental Disabilities  \nEffects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability  \nYoujia Hua, Suzanne Woods-Groves, Jeremy W. Ford, and Kelly A. Nobles  \nThe University of Iowa  \nAbstract: The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and experimental group before the study. An instructor delivered a series of 12 lessons to students in the experimental group using the cognitive strategy instructional model. In the context of a preand posttest with control group design, students in the experimental group outperformed the control group on total number of main ideas and details recalled. Results of the study indicate that young adults with intellectual disability can benefit from a cognitive reading comprehension strategy using explicit instruction procedures.  \nAttending a postsecondary education program may enhance employment opportunities, improve financial security, and develop independence and higher self-esteem (Kleinert, Jones, Sheppard-Jones, Harp, & Harrison, 2012) . Results of the National Longitudinal Transition Study (NLTS) 1 and 2 indicate that more and more individuals with disabilities are pursuing a postsecondary education after high school (Wagner, Newman, Cameto, & Levine, 2005) . Wagner and colleagues found that 45 .6% of students with disabilities received a postsecondary education in 2005, a 19.3% increase relative to postsecondary education enrollment of this population in 1990 . However, individuals with intellectual disability (ID) continued to be one disability category that was the least likely to participate in any postsecondary education; only 28% of the learners from this disability category reported ever having received any postsecondary education. As a result, young adults with ID are  \nThe research reported herein was supported in part by the Office of Postsecondary Education (OPE), U.S. Department of Education, through Grant P407A100030 to The University of Iowa. The opinions expressed are those of the authors and do not represent views of the OPE or the U.S. Department of Education. Correspondence concerning this article should be addressed to Youjia Hua, Department of Teaching and Learning, N256 Lindquist Center, The University of Iowa, Iowa City, IA 52242. E-mail: [youjia-hua@uiowa.edu](youjia-hua@uiowa.edu)  \nmore likely to be unemployed and isolated from the community (Kleinert et al., 2012) .  \nOne barrier that limits the opportunities for individuals with ID to receive a postsecondary education is a lack of academic preparation particularly in the area of reading (Thoma et al., 2011) . Reading is a primary area of academic difficulty for this group of learners (Conners, 1992; Stanovich, 1985) . When studying the reading skills of students with ID, researchers found that these learners are typically 3 years behind grade level (Turnbull, Zuna, Turnbull, Poston, & Summers, 2007) . Short-term longitudinal intervention research also revealed that reading skills of learners with ID are not likely to “catch up” with their nondisabled peers without intensive reading instruction (Baker, 2008) . Unfortunately, reading is not a target of instruction for learners with ID because educators often incorrectly assumed that they cannot learn to read or benefit from such instruction (Browder, Trela, Gibbs, Wakeman, & Harris, 2007) . For example, only 45% of the educators who worked with students with ID considered academic skills to be important educational objectives for these learners (Agran, Alper, & Wehmeyer, 2002) . As a result of this l","cbCainOB0xquqzt4","https://ap.wps.com/l/cbCainOB0xquqzt4","pdf",93592,11,"English","# Abstract\n## Study purpose and design\n## Instructional intervention\n## Outcomes and implications","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability.\"},{\"question\":\"How were participants assigned and what was the intervention?\",\"answer\":\"Ten learners were randomly assigned to control and experimental groups. The experimental group received 12 lessons using a cognitive strategy instructional model.\"},{\"question\":\"What were the study results?\",\"answer\":\"In the pre- and posttest with control-group design, the experimental group outperformed the control group on recalled main ideas and details, supporting that explicit cognitive reading comprehension strategy instruction can help.\"}]","Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability | PDF",1792091045,28]