2026-04-17T03:06:33Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

1b246015b5cea35a626966b185dec8d9483e764dd0b47556c5ee4bfaf40e1b58 2026-03-29T02:27:05Z language:enopenaire_data

Data of a single-case experimental study on teaching early phonics skills to students with ID and ASD who require augmentative and alternative communication. Data of a single-case experimental study on teaching early phonics skills to students with ID and ASD who require augmentative and alternative communication. cf1955d7-0809-43b0-902c-4db0130846e610.48573/a598-1n69 Sermier Dessemontet, Rachel Martinet, Catherine de Chambrier, Anne-Françoise FORSFORSFORS 2024 BILDUNGEDUCATIONEDUCATION Literacy is a crucial competence to participate in education and in society. This is also the case for persons with intellectual disability (ID). Indeed, literacy skills enhance their social participation and quality of life. For children with ID and complex communication needs (CCN) - who cannot communicate orally in an intelligible or functional manner - literacy skills acquire further significance since they might enable an expansion of their communicational, educational, professional and social opportunities in life. Unfortunately, studies indicate that the majority of persons with ID and CCN enter adulthood without functional literacy skills. Inappropriate teaching practices and the lack of intervention programs adapted to this group of students may explain this phenomenon. Indeed, teaching reading skills to students with ID and CCN is extremely challenging, as these students cannot answer orally (e.g. cannot pronounce the sound corresponding to a letter, cannot read a word aloud). A few studies conducted in English-speaking countries suggest that students with ID and CCN can progress in their reading skills if they benefit from phonics-based and systematic reading instruction programs. However, intervention studies for this group of students with high methodological quality are still extremely scarce. More studies are urgently required to better understand these students’ needs and how to teach them literacy skills efficiently. This research project encompasses four different studies, which took place one after the other: (1) a descriptive study investigating the reading skills and communicational skills of primary school students with ID and CCN, as well as the reading instruction provided to them (2) a single-case experimental study on teaching decoding and spelling skills to students with ID and CCN (3) a single-case experimental study on teaching early phonics skills to students with ID, autism spectrum disorder, and CCN (4) a single-case experimental study on teaching listening comprehension skills to students with ID and CCN EuropaEuropeEuropeWesteuropaWestern EuropeEurope occidentaleSchweizSwitzerlandSuisseWestschweizFrench-speaking partSuisse francophone Additional data use purposes: Research purposes, Teaching purposes, Education and training purposesZusätzliche Datennutzungszwecke: Forschungszwecke, Lehrzwecke, Bildungs- und AusbilundszweckeFinalités supplémentaires d’utilisation des données: Fins de recherche, Fins d’enseignement, Fins d’éducation et de formationSondergenehmigung: Nach vorheriger Zustimmung des AutorsSpecial permission: With prior agreement of authorPermission spéciale: Accord préalable de l'auteur·trice swissubase_2527_1_0 ELODI-II: Second Single Case Study - Data ELODI-II: Second Single Case Study - Technical Report (E) http://www.swissubase.ch/oai-pmh/v1/oai oai:swissubase.ch:cf1955d7-0809-43b0-902c-4db0130846e6 2026-03-24T12:04:32Z ddi:codebook:2_5