A greater number of individuals with disabilities are pursuing a postsecondary education than ever before. One barrier that substantially limits postsecondary opportunities for students with intellectual disability is a lack of academic preparation, particularly in the area of reading. Unfortunately, a scarcity of research exists studying effective reading interventions for individuals with intellectual disability, especially in postsecondary education.
Hua, Youjia
This study investigated the efficacy of a writing (ANSWER) strategy to improve the essay test responses of students who were enrolled in a campus-based, postsecondary education program for individuals with developmental disabilities. Random assignment to treatment or control groups and a pre- and posttest design were employed. Students used the six-step ANSWER strategy to analyze essay test prompts, construct outlines, generate essay responses, and revise as needed. The results were evaluated using a strategy scoring rubric.