Vocabulary and Reading Growth in Children with Intellectual Disabilites: The Influences of Risks, Adaptive Behavior, and a Reading Intervention
Date of Award
Doctor of Philosophy (PhD)
Rose A. Sevcik
Christopher C. Henrich
Justin C. Wise
Risk factors tend to be negatively associated with developmental outcomes such as academic achievement and language skills. Promotive factors, on the other hand, may foster resilience in at-risk children. Some children, such as children with intellectual disabilities, experience relatively more risks than other children do. The purpose of this study was to examine the effects of risks, adaptive behavior, and an intervention on the language and reading growth of children with intellectual abilities over the course of a yearlong reading intervention in which they were participants. The results suggested that, on average, risks were negatively associated and adaptive behaviors were positively associated with initial language and reading scores. Additionally, participants evidenced significant progress on their language and reading scores over the course of the intervention, but neither adaptive behavior nor risk was related to this growth, which may suggest that students from differing backgrounds and with differing levels of adaptive skill can profit from high-quality reading instruction.
Donohue, Dana, "Vocabulary and Reading Growth in Children with Intellectual Disabilites: The Influences of Risks, Adaptive Behavior, and a Reading Intervention." Dissertation, Georgia State University, 2010.