In the descriptive study (2021) several data collection methods were used.
Tests were administered to participants :
- The Leiter-R (non-verbal intelligence test)
- A non-verbal test of phonological awareness and reading skills created by the research team (Meuli et al., 2023)
- A spelling test created by the research team
- A non-verbal test on knowledge of conventions of reading created by the research team
- A test of receptive vocabulary (Peabody Picture Vocabulary Test, Dunn, Leota, & Thériault-Whalen, 1993)
- A subtest of comprehension of sentences from the test “Evaluation du Développement du Langage Oral” (Khomski, 2001):
Scales and survey were also completed by the participants' teachers:
- The adaptive behavior assessment system – Second Edition (ABAS-II) (Harrison & Oakland, 2003)
- The Rowland Matrix (Rowland, 2003), an instrument designed to assess the expressive skills of individuals with severe disabilities
- The Short Expressive Language Evaluation by French Teachers during children’s fourth year (SELEFT-4) (Labrell, et al., 2013)
Qualitative data on the reading instruction provided to students with ID and CCN was collected with observations of reading lessons with an observation protocol and teacher interviews. After a content analysis, quantitative data was extracted from this qualitative material.
In the first single case experimental study (2022), probes on word reading and spelling skills were administered to three participants once a week during the whole study (before the beginning of the intervention and during the intervention).
In the second single case experimental study (2023), probes on letter-sound knowledge and phonological awareness skills were administered twice to thrice a week to four participants during the whole study (before the beginning of the intervention and during the intervention).
In the third single case experimental study (2024), probes on listening comprehension were administered twice a week to three participants during the whole study (before the beginning of the intervention and during the intervention).
