Promoting Listening Reading Comprehension for Nonverbal English Language Learners Who Have a Severe Intellectual Delay

Abstract

This study used an alternating treatment design to examine the use of a listening reading comprehension intervention package. This package was implemented in English as well as bilingually (on alternating days). This package was applied to four participants who were English Language Learners, were diagnosed with a severe intellectual delay, and were nonverbal. No studies to date have applied a listening reading comprehension program to participants with such unique challenges. All participants demonstrated an increase in both their total number of responses to comprehension questions and in their communication attempts. Participants demonstrated increases in both the English-only intervention and the bilingual intervention, however, when the bilingual intervention was implemented, a slightly larger increase in initiating communication and answering questions was seen. Future research should continue to explore what language instruction should be provided in for students with severe intellectual delays who are ELL and nonverbal.