Alqahtani Saeed S
Prince Sattam Bin Abdulaziz University, College of Education, Al-Kharj, Saudi Arabia.
Res Dev Disabil. 2020 Aug;103:103703. doi: 10.1016/j.ridd.2020.103703. Epub 2020 May 28.
The iPad is a promising tool for supporting the academic skills of students with disabilities, including young adults with intellectual disability (ID). These students may struggle to gain or retain employment because they lack functional reading skills. Therefore, improving functional reading will help these students comprehend text and master reading.
Using a single-subject design, this study is a comparison of repeated reading and iPad text-to-speech techniques for three young adults with ID.
The results show that two participants improved their reading comprehension in both conditions, with no significant difference between conditions. However, iPad instruction helped these students access text in almost one third of the time that the repeated reading required.
This demonstrates that iPads may be effective tools for supporting the academic skills of students with ID.
iPad是一种很有前景的工具，可用于支持残疾学生的学术技能，包括患有智力障碍（ID）的年轻人。这些学生可能因缺乏实用阅读技能而难以获得或保住工作。因此，提高实用阅读能力将有助于这些学生理解文本并掌握阅读。
本研究采用单受试者设计，对三名患有ID的年轻人的重复阅读和iPad文本转语音技术进行比较。
结果显示，两名参与者在两种条件下的阅读理解能力均有所提高，两种条件之间无显著差异。然而，iPad教学帮助这些学生获取文本的时间几乎是重复阅读所需时间的三分之一。
这表明iPad可能是支持ID学生学术技能的有效工具。
