The effect of the KWL (what lesson? what do i want to learn? what have i learned?) strategy on the reading understanding skills of students with mild intelligence

In this study, the effectiveness of KWL Strategy Teaching in reading comprehension to students with Mild Intellectual Disability was investigated. In addition, it was determined that students generalized these skills to other environments and people and maintained the skills one, three and four weeks after teaching. Three students with mild intellectual disability participated in the study. Two of these students are girls and one is a boy. The ages of the students vary between 15-17. Participants are 9th and 10th grade students. In the study, "Inter-Subject Multiple Probe Model", one of the single-subject research models, was used. In order to determine the effectiveness of the KWL Strategies during the research process, the number of correct answers to the reading texts of the students was evaluated before and after the instruction. The research includes the stages of initiation, teaching process, end-of-teaching evaluation, monitoring and generalization. The data obtained during the research process were recorded in data recording forms and evaluated through graphical analysis. Research findings show that the KWL Cognitive Strategy is effective in all three subjects with mild intellectual disability. In addition, it was determined that the acquired skills were maintained in the generalization sessions after the instruction and in the follow-up sessions one, three and four weeks later.