Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.

中文翻译：

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通过 iPad 应用程序应用系统指导教授 ELA 技能使用虚构小说

越来越多的研究人员成功地确定了促进非阅读学生理解的策略。需要进一步的研究来复制这些有希望的结果。在当前的研究中，我们使用跨参与者设计的多重探索来评估 iPad 应用程序的有效性，该应用程序结合了基于证据的实践，例如恒定时间延迟和最少提示系统，对目标词汇的获取和四个中间词的理解。有严重智力和发育障碍 (SIDD) 的在校学生。结果表明，干预提高了所有参与者的表现，并且看到了一些技能的概括和保持。讨论了实践和未来研究的局限性和影响。