Intervenciones para el aprendizaje de la lectura en alumnado con discapacidad intelectualun estudio bibliográfico

  1. Ojeda Budia, Marta 1
  2. Marín Suelves, Diana 2
  3. Romero Rodrigo, Mercedes 3
  1. 1 Centro de Acogida de Menores Ntra. Sra. de la Resurrección
  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

Mostrar afiliaciones +
Revista:
Tendencias pedagógicas

ISSN: 1133-2654

Año de publicación: 2020

Número: 36

Tipo: Artículo

DOI: 10.15366/TP2020.36.13 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Tendencias pedagógicas

Objetivos de desarrollo sostenible

Resumen

Reading and writing are basic skills that favor the integral development of children, adolescents and adults in various fields such as personal, social and educational, and throughout their lives. This study aims to analyze recent research upon the development of the reading skill in students with intellectual disabilities, because reading is a basic skill within the communicative competence as the key to the development for other learning. To develop this, a bibliographic review was carried out concentrating on the different interventions focused on learning to read. A total of 20 scientific articles were selected, extracted from three databases: SCOPUS, ERIC and WOS. The keywords for the search were: intervention AND reading AND intellectual disability AND school, in English and Spanish. After the analysis of the studies, it was concluded that the interventions that have obtained the best results were those characterized by carrying out a structured and simple instruction, with a duration longer than a school year, and with the support of professionals, colleagues, family and instruments adapted to their characteristics and needs. In addition, these interventions achieved the development of personal skills, such as autonomy, and social skills, such as communication and teamwork, so necessary for life in society.

Referencias bibliográficas

  • Allor, J. H., Gifford, D. B., Al Otaiba, S., Miller, S. J., & Cheatham, J. P. (2013). Teaching students with intellectual disability to integrate reading skills: effects of text and text-based lessons. Remedial and Special Education 34(6), pp. 346-356. doi: 10.1177/0741932513494020
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Champlin, T. M. (2010). Comprehen-sive reading instruction for students with intellectual disabilities: findings from the first three years of a longitudinal study. Psychology in the Schools, 47(5), pp. 445-466. doi: 10.1002/pits.20482
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: an experimental examination of a compre-hensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45(1), pp. 3-22.
  • Aragón, V. (2011). Procesos implicados en la lectura. Revista digital Innovación y experiencias educativas, 39, pp. 1-6.
  • Beecher, L., & Childre, A. (2012). Increasing literacy skills for students with intellectual and devel-opmental disabilities: effects of integrating comprehensive reading instruction with sign language. Education and Training in Autism and Developmental Disabilities, 47(4), pp. 487-501.
  • Benítez, P., & Domeniconi, C. (2018). Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual. Psicologia Escolar e Educacional, 22(1), pp. 163-172. doi: 10.1590/2175-35392018013926
  • Boardman, A. G., Buckley, P., Vaughn, S., Roberts, G., Scornavacco, K., & Klingner, J. K. (2016). Relationship between implementation of collaborative strategic reading and student outcomes for adolescents with disabilities. Journal of Learning Disabilities, 49(6), pp. 644-657. doi: 10.1177/0022219416640784
  • Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellec-tual disability who are emergent readers to comprehend passages of text. Exceptionality, 21(4), pp. 191-206. doi: 10.1080/09362835.2013.802236
  • Cazzell, S., Skinner, C. H., Ciancio, D., Aspiranti, K., Watson, T., Taylor, K., McCurdy, M., & Skinner, A. (2017). Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability. School Psychology Quarterly, 32(3), pp. 367–378. doi: 10.1037/spq0000172
  • Dog?anay Bilgi, A., & Özmen, E. R. (2018). The effectiveness of modified multi-component cogni-tive strategy instruction in expository text comprehension of students with mild intellectual disa-bilities. Educational Sciences: Theory & Practice, 18(1), pp. 61-84. doi: 10.12738/estp.2018.1.0021
  • Grünke, M., Wilbert, J., & Stegemann, K. C. (2013). Analyzing the effects of story mapping on the reading comprehension of children with low intellectual abilities. Learning Disabilities: A Contempo-rary Journal, 11(2), pp. 51-64.
  • International Classification of Diseases (2019). Disorders of intellectual development.
  • Jiménez, M. (2007). El uso de estrategias y modalidades de lectura para lograr una mejor comprensión de los textos escritos. (Tesis de maestría, Universidad Pedagógica Nacional).
  • Ladrón, A. (2013). Trastornos del Neurodesarrollo. En J. L. Santos & L. J. Sanz (Coord.), DSM-5: Novedades y Criterios Diagnósticos (pp. 1-32). España: CEDE (Centro Documentación De Estudios y Oposiciones).
  • Lebrero, M. P., & Fernández, M. D. (2015). Lectoescritura: fundamentos y estratégicas didácticas. Madrid: Síntesis.
  • Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down Syndrome. Exceptional Children, 79(1), 67-90. doi: 10.1177/001440291207900104
  • Gobierno de España (2006). Ley Orgánica 2/2006 de Educación. Boletín Oficial del Estado, 106, pp. 17158-17207.
  • Lundberg, I., & Reichenberg, M. (2013). Developing reading comprehension among students with mild intellectual disabilities: an intervention study. Scandinavian Journal of Educational Research, 57(1), pp. 89-100. doi: 10.1080/00313831.2011.623179
  • Miller, C. A., Darch, C. B., Flores, M. M., Shippen, M. E., & Hilton, V. (2011). Main idea identifica-tion with students with mild intellectual disabilities and specific learning disabilities: a compari-son of explicit and basal instructional approaches. Journal of Direct Instruction, 11, pp. 15-29.
  • Navarro, J. J., & Lara, L. (2017). Dynamic assessment of reading difficulties: predictive and incre-mental validity on attitude toward reading and the use of dialogue/participation strategies in classroom activities. Frontiers in Psychology, 8(173), pp. 1-14. doi: 10.3389/fpsyg.2017.00173
  • Núñez, M. P. (s. f). Materiales para un programa de compresión lectora en la educación secundaria obligatoria. Recuperado de http://servicios.educarm.es/templates/portal/ficheros/websDinamicas/154/Progr_comprens_lectora.pdf
  • Peirats, J., & Marín, D, (2019). Evolució de l’educació especial: des dels orígens fins al model inclusiu. En D. Marín y A. Mañá (Coords.) Intervenció psicoeducativa en alumnat amb necessitats específiques de suport educatiu (pp. 29-55). Tirant lo Blanch.
  • Pinzás, J. (1995). Leer pensando: Introducción a la visión contemporánea de la lectura. Asociación de Investi-gación Aplicada y Extensión Pedagógica Sofía Pinzas.
  • Reed, D. K. (2013). The effects of explicit instruction on the reading performance of adolescent English language learners with intellectual disabilities. Tesol Quarterly, 47(4), pp. 743-761. doi: 10.1002/tesq.94
  • Reichenberg, M. (2014). The importance of structured text talks for students’ reading comprehen-sion. Journal of Special Education and Rehabilitation, 15(3-4), pp. 77-94. doi: 10.2478/jser-2014-0012
  • Sales, C., & Trejo, A. (2018). Alumnado con Discapacidad Intelectual. En D. Marín & I. Fajardo (Coord.) Intervención psicoeducativa en alumnado con necesidades específicas de apoyo educativo (pp. 162-186). Valencia: Tirant.
  • Shurr, J., & Kromer, G. (2018). Picture plus discussion with partners: peer centered literacy supports for students with significant disabilities. International Journal of Developmental Disabilities, 64(4-5), pp. 262-270. doi: 10.1080/20473869.2017.1312060
  • Shurr, J., & Taber-Doughty, T. (2017). The picture plus discussion intervention: text access for high school students with moderate intellectual disability. Focus on Autism and Other Developmental Disa-bilities, 32(3), pp. 198-208. doi: 10.1177/1088357615625056
  • Stephenson, J. (2009). Picture-book reading as an intervention to teach the use of line drawings for communication with students with severe intellectual disabilities. Augmentative and Alternative Communication, 25(3), pp. 202-214. doi: 10.1080/07434610903031216
  • Vallés, A., & Vallés, C. (2006). Comprensión lectora y estudio: intervención psicopedagógica. Valencia: Promolibro.
  • World Health Organization. (1996). ICD-10 guide for mental retardation (No. WHO/MNH/96.3). Geneva: World Health Organization.
  • World Health Organization. (2001). The World Health Report 2001: Mental health: new understanding, new hope. World Health Organization.
  • Yaw, J., Skinner, C. H., Orsega, M. C., Parkhurst, J., Booher, J., & Chambers, K. (2012). Evaluating a computer-based sight-word reading intervention in a student with intellectual disabilities. Journnal of Applied School Psychology, 28(4), pp. 354-366. doi: 10.1080/15377903.2012.722181
Fuente de los datos: Dialnet