title: Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities.
abstract: OBJECTIVE
  Reread-Adapt and Answer-Comprehend (RAAC) + Goal Setting intervention is a reading intervention that addresses both oral reading fluency (ORF) and reading comprehension while supporting persistence and motivation for learners who struggle with reading.
  
  
  METHODS
  We delivered the RAAC + Goal Setting intervention to five young adult learners with intellectual disabilities (ID) in a postsecondary education setting. In the study, we investigated the effects of the intervention on generalization of reading skills to novel passages.
  
  
  RESULTS
  Utilizing a response-guided and randomized multiple-baseline across the participants' design, we failed to reject the null hypothesis of no treatment effects based on the computed p-value. Traditional visual analysis of the data also reached a similar conclusion, however, we found that two participants' decoding skills improved during the intervention.
  
  
  CONCLUSIONS
  We did not find a functional relation between the intervention and student reading performance.
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Youjia
authors.initials: Y
authors.lastname: Hua
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Chengan
authors.initials: C
authors.lastname: Yuan
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Kristin
authors.initials: K
authors.lastname: Monroe
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Michelle L
authors.initials: ML
authors.lastname: Hinzman
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Saeed
authors.initials: S
authors.lastname: Alqahtani
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Abdullah Abdulmohsen
authors.initials: AA
authors.lastname: Alwahbi
authors.affiliation: a Department of Teaching and Learning , University of Iowa , Iowa City , IA , USA.
authors.forename: Amanda M
authors.initials: AM
authors.lastname: Kern
mesh_terms: D032882:Comprehension; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D006040:Goals; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D007858:Learning; D008297:Male; D011897:Random Allocation; D011932:Reading; D055815:Young Adult
keywords: Masked visual analysis; randomized single case research; reading intervention