Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The expected outcomes of this study include:
Journal article, monograph, or newsletter
Barker, R.M., Sevcik, R.A., Morris, R.D., and Romski, M.A. (2013). A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 118(5): 365-380. doi:10.1352/1944-7558-118.5.365
Donohue, D.K., Wise, J.C., Romski, M.A., Henrich, C., and Sevcik, R.A. (2010). Self-Concept Development and Measurement in Children With Mild Intellectual Disabilities. Developmental Neurorehabilitation, 13(5): 322-334. doi:10.3109/17518423.2010.496765
Foster, M.E., Sevcik, R.A., Romski, M.A., and Morris, R.D. (2015). Effects of Phonological Awareness and Naming Speed on Mathematics Skills in Children With Mild Intellectual Disabilities. Developmental Neurorehabilitation, 18(5): 304-316. doi:10.3109/17518423.2013.843603
Rhodes, K.T., Branum-Martin, L., Morris, R.D., Romski, M.A., and Sevcik, R.A. (2015). Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children With Intellectual Disability and Language Difficulties. American Journal of Intellectual and Developmental Disabilities, 120(6): 542-568. doi:10.1352/1944-7558-120.6.542
Wise, J.C., Sevcik, R.A., Romski, M.A., and Morris, R.D. (2010). The Relationship Between Phonological Processing Skills and Word and Nonword Identification Performance in Children With Mild Intellectual Disabilities. doi:10.1016/j.ridd.2010.08.004
* The dollar amount includes funds from the Office of Special Education Programs (OSEP) and NCSER.
Supplemental information
Funded through the Office of Special Education Programs prior to the establishment of NCSER.
- What is the impact of 3 different interventions (2 reading interventions; 1 math) on reading skills of children with mild MR?
- Are there transfer of training effects in different domains?
The researchers will target 240 students in Grades 2 through 5 with mild mental retardation who have not yet learned to read, or who have evidenced difficulty in developing their reading skills. A factorial design will be used to evaluate the potential efficacy of instruction for students within and across intervention programs. The design allows for the evaluation of program impact on both early developing reading skills (phonological awareness, word identification/decoding) and the development of reading fluency and beginning reading comprehension skills, including other developmentally related language and cognitive skills.
- Evaluation of two reading interventions and an intervention control on reading skills for students with mild mental retardation in grades 2-5, and
- Presentations and publications on the potential efficacy of the interventions on reading skills of students with mental retardation.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
