A Case Study Of Reading Questioning Skills Training For Children With Moderate Intellectual Disability

As a means of learning and exploring the unknown,questioning not only promotes children’s thinking and cognitive development,but also fosters their desire for knowledge and creativity,and has a profound impact on children’s lifelong growth and development.The ability to ask questions is an important part of children’s cognitive development and an important indicator of their current level of physical and psychological development,reading ability and language skills,therefore,improving the reading questioning skills of children with moderate intellectual disability is very important for their physical and psychological development.Due to their language and cognitive deficits,children with intellectual disabilities often lack the awareness of questions in learning and life,and their ability to question and ask questions is low,which seriously affects their academic performance,daily life and social interaction.Through a review of the literature,researchers have found that most studies have targeted general children for questioning interventions,while few studies have trained children with special needs in questioning skills.Research has shown that training can be effective in developing and improving the reading questioning skills of children with intellectual disabilities.This study is based on the key cognitive processes of individual reading questioning,i.e.noticing reading content and activating relevant knowledge experiences,questioning reading content and asking questions,and reflecting on reading questions and processing them.The study adopts a turn-based approach to training children with moderate intellectual disability in picture book reading questioning skills to test the effectiveness of this training in improving the reading questioning skills of children with moderate intellectual disability.In this study,two moderately mentally handicapped children in a supplementary school were trained in picture book reading questioning skills using a single-subject A-B-A ′ type of design.The individual training sessions were conducted in the individual training rooms of the two subjects’ schools,and each session lasted approximately 30 minutes.The researcher examined the change in the reading questioning skills of Subject A and Subject B during the baseline,intervention and follow-up periods using the Reading Questioning Skills Inventory for Children with Moderate Intellectual Disabilities.32 and 34 valid data points were collected on the change in reading questioning scores of the two subjects respectively.The researcher used visual analysis and C-statistics to statistically analyse the scores collected,and conducted a social assessment validity analysis on the qualitative data obtained from the interviews with the parents and teachers of the two subjects before and after the training,thus scientifically validating the effectiveness of using the turn-based training method to train children with moderate intellectual disability in reading picture book questioning skills.The results of the study show that:(1)Based on the key cognitive processes of individual reading questioning,the training of picture book reading questioning skills using the turn-based training method has good immediate and sustained effects on improving the reading questioning skills of children with moderate intellectual disability.(2)Children with moderate intellectual disability received good social evaluations of their reading questioning skills after being trained in picture book reading questioning skills.This study suggests that the materials for reading questioning skills training should be selected to suit the actual situation of children with moderate intellectual disability,that scaffolding should be provided to children according to their performance in reading questioning skills during the training process,and that the format of reading questioning skills training can be enriched to enhance the interest of children with moderate intellectual disability in reading.