The effectiveness of Teaching Functional reading texts on Accuracy, speed and comprehension of slow paced students with Down syndrome reading

Aim: The purpose of this study was to evaluating the effectiveness of Instruction Functional reading texts on Accuracy, speed and reading comprehension of slow paced students with Down syndrome by using Family-based Individualized Education Program approach.
The method of the research is semi-experimental and has taken advantages of pre-test, post-test, and controlled group. The population of the study consisted of all slow-paced students with Down syndrome of Hamedan City in the academic year 2015-2016. The sample size of the study included 20 slow-paced students with Down syndrome selected as participants via the convenience sampling technique and then were divided into two experimental (10) and control (10) groups. The research instruments were the researcher-made reading tests. The experimental group was trained by 15 half-hour sessions of Functional reading texts, while the control group received no training. To analyze the data, SPSS-21 software and MANCOVA were employed.
Results showed that Instruction Functional reading texts by using Family- centered Individualized Education Program approach has a significant effective on the accuracy, speed and reading comprehension of in Slow paced students with Down syndrome (p With regard to these results, it can be inferred that the Instruction Functional reading texts by using Family- centered Individualized Education Program approach, is an appropriate method for improving reading performance in slow paced students with Down syndrome and it can be used in educational and rehabilitation centers.