Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to “wh-” comprehension questions. Participants’ reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students’ strengths and preferences.

中文翻译：

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促进有智力和/或发育障碍的成年人的文本理解

可以通过多种方式促进文本理解，包括让听者看到说明故事的图片、默读或大声朗读。本研究的目的是确定这三者中的任何一个是否有助于促进患有智力和/或发育障碍（IDD）的成年人的文本理解。研究人员在四种条件下向 26 名患有 IDD 的成年人大声朗读了四个故事：仅倾听和倾听，同时接受上述三种支持中的每一种。在每个故事之后，参与者口头回答“wh-”理解问题。参与者的阅读和视觉空间技能被量化。结果表明，只有具有较强阅读能力的参与者才能从默读或大声阅读中受益，而插图支持似乎不是一种有效的策略。我们提供启示并讨论根据学生的优势和偏好调整教学的重要性。