Aims
intellectual disabilities, ALL
This trial investigates whether non-verbal or minimally verbal students with intellectual disabilities, who require AAC, can acquire foundational reading skills through instructions in phonological awareness (sound blending and phoneme segmentation), letter-sound correspondence, shared reading, sight words, and decoding by working systematically and explicitly with the reading program “Lesing for alle” (“Reading for All”). The adapted reading material has been prepared and designed in line on the basis of the research of the evidence-based reading program Accessible Literacy Learning (ALL) [The research questions are as follow:Is there a functional relationship between the use of “Lesing for alle” and increased accuracy of sound blending by students age 6–14 with intellectual disabilities who require AAC?Is there a functional relationship between the use of “Lesing for alle” and improved acquisition of letter-sound correspondence by students age 6–14 with intellectual disabilities who require AAC?Is there a functional relationship between the use of “Lesing for alle” and improved acquisition of phoneme segmentation by students age 6–14 with intellectual disabilities who require AAC?Is there a functional relationship between the use of “Lesing for alle” and improved acquisition of recognition of sight words by students age 6–14 with intellectual disabilities who require AAC?Is there a functional relationship between the use of “Lesing for alle” and improved acquisition of decoding by students age 6–14 with intellectual disabilities who require AAC?Is there a positive and strong correlation between increasing skills from 1–3 to 4–5? Meaning, is there a transfer from lower-level skills (phonological skills) to decoding skills?As this trial is a multiple single-case design, there were no comparator interventions chosen.