The Effectiveness of the RAP (Read, Ask, Put) Strategy to Improve Functional Reading Comprehension for Students with Mild Intellectual Disabilities

DOI

10.2991/iciap-17.2018.23How to use a DOI?

Keywords

functional reading comprehension; mild intellectual disability; Read, Ask, Put strategy; single-case experimental design

Abstract

Intellectual disability is a significant limitation in the intellectual function and adaptive behavior of a person that appears before the age of 18 years. One of the adaptive behaviors is conceptual skill, which includes functional reading. For students with mild intellectual disabilities, the main purpose of functional reading is to get beneficial information for their daily lives. This skill is also important for self-adjustment and to live independently in their environment. The intervention to strengthen this skill is paraphrasing strategies that consist of three steps: reading, asking, and putting (RAP) the information in their own words. This strategy has been proven to improve reading comprehension in high school students with mild intellectual disabilities (Hua, Woods-Groves, Ford, & Nobles, 2014; Feeney, 2012), but the implementation of this strategy on students with mild intellectual disabilities in junior high school is yet to be examined. Through this single subject experimental study, the researcher aims to see whether the RAP strategy is effective in improving functional reading comprehension for a student with a mild intellectual disability. The research was conducted in three stages: preparation, implementation, and data analysis. In the implementation stage, techniques for teaching the RAP strategy to the participant referred to the direct instruction stage. The results showed an improvement in the participant’s functional reading comprehension before and after the intervention program. The participant was also able to maintain functional reading ability without guidance from the researcher.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Firsta A. Sukmawan
AU  - Rose Mini A. Prianto
PY  - 2017/09
DA  - 2017/09
TI  - The Effectiveness of the RAP (Read, Ask, Put) Strategy to Improve Functional Reading Comprehension for Students with Mild Intellectual Disabilities
BT  - Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)
PB  - Atlantis Press
SP  - 263
EP  - 275
SN  - 2352-5398
UR  - https://doi.org/10.2991/iciap-17.2018.23
DO  - 10.2991/iciap-17.2018.23
ID  - Sukmawan2017/09
ER  -