The Effects of Reading Racetracks on the Letter-Sound Correspondences of Students with Mild Intellectual Disability

Abstract

The ability to connect written letters (graphemes) with their spoken sounds (phonemes) is a cornerstone of early literacy development. This crucial skill unlocks the code of written language, enabling children to decode words, build vocabulary, and ultimately become fluent readers and writers. For students with mild intellectual disabilities (IDs), who may face additional challenges acquiring literacy skills, mastering letter-sound correspondence (LSC) is especially critical. Early interventions that effectively build this foundational knowledge can empower these students to overcome barriers and embark on a successful journey with reading and writing. In this study, a multiple-probe design across sets of LSCs was used to evaluate the impact of a reading racetrack intervention on acquiring LSC. The study involved four students with mild IDs in the second and third grades in a suburban Saudi Arabian school district. Results indicated a functional relation between the reading racetrack intervention and increased accuracy in LSC and words read correctly. Moreover, participants displayed positive attitudes toward the intervention and successfully maintained the LSCs 4 weeks post-intervention. These findings support the potential of the reading racetrack intervention for improving LSC in students with mild ID, warranting further investigation with larger and more diverse populations.