Purpose of Study: The primary objective of the study was to assess how an intervention, that is, the Wolff Intensive Programme (WIP), affected mild mainstream students, specifically in word decoding. The researchers sought to determine the efficacy of individualized instruction with WIP and how this intervention could enhance word decoding skills in these students due to their varied reactions toward such an approach.
Participant Descriptions: The research included five students with a mild form of intellectual impairment – Axel, Ella, Fred, Iris, and Liam. Their responses to the intervention were diverse, even though their baseline decoding was steady. Significant progress was also noted in Axel, Ella, and Iris, specifically in the reduction of decoding errors. Fred showed very predictable progress in word decoding, and Liam significantly improved nonword-decoding skills (Fälth et al., 2023). This personalized approach highlights the need to customize interventions for different types of students with intellectual impairments.
Method/Design Used: The research used an SSD, which is another useful tool in the evaluation of specific interventions for students with disabilities. Notably, with the help of this SSD, researchers got a unique possibility to see what each participant’s development trajectories were during the intervention phase (Fälth et al., 2023). They found out how they reacted specifically concerning an intervention. The intervention consisted of 25 lessons wherein the WIP was delivered by various teachers whom the first author had trained (Fälth et al., 2023).
Dependent and Independent Variables: The dependent variables were changes in the word decoding score, reduction of errors during classification into words, and increase and correction for nonword decoding (Fälth et al., 2023). The intervention phase included a series of sessions, and these variables were measured in all those sessions. The independent variable here was WIP, which is the Wolff Intensive Program that concentrated on phonemic awareness and phonics instruction, respectively (Fälth et al., 2023).
Results: The outcomes showed that all five students improved in word decoding skills and recorded a reduction of errors while reading, and this was gradual from 3% to 29% (Fälth et al., 2023). At the same time, decoding errors also dropped significantly, ranging from 7% to a hundred percent. Secondly, nonword decoding abilities also improved, with an average growth rate of 9% (Fälth et al., 2023). NAP values, referred to as effect sizes, suggested medium to high effects on both word and nonword decoding skills. These results demonstrate that the implementation of this intervention is effective in enhancing decoding efficiency among individuals with moderate intellectual disabilities and may be adapted for different students’ specific needs (Fälth et al., 2023).
Discussion Key Points: The effectiveness of the WIP intervention as an enhancer of decoding skills among students with mild intellectual disabilities was highlighted by this study (Fälth et al., 2023). The outcomes additionally upheld the utilization of serious, express, and precise guidance with phonemic awareness and phonic teaching to empower perusing in this populace. Moreover, this study stressed explicit intercessions intended to address individuals with intellectual disabilities.
Implementation in the Classroom: In the classroom setting, WIP could be promptly adjusted to address the issues of students with mild intellectual disabilities by reconfiguring organized decoding directions. This entails providing students with intense, methodical, and explicit instruction that focuses not only on the sounds of letters in phonics but also on phonemic awareness. Teachers should keep monitoring the teaching plan, and as time goes on, they will have to make some changes to it. Furthermore, teachers can help out custom curriculum experts to make the right use of an intervention plan and offer extra help during word decoding.
In conclusion, the study showed that WIP intervention prompted better decoding skills among mild intellectual disabilities. By conveying organized decoding instruction and customized interventions, teachers can assist students with creating fundamental perusing abilities that would ultimately support their general academic performance.
Reference
Fälth, L., Selenius, H., Sand, C., & Svensson, I. (2023). Decoding intervention for young students with mild intellectual disabilities: A single-subject design study. Journal of Intellectual Disabilities, 17446295231208819.
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