The effect of assistance strategies (HELPS) in improving reading comprehension skills of individuals with mild mental disability: An action research

This study aims to examine the effects of implementing the HELPS (Helping Early Literacy with Practice Strategies) Fluency Program on improving the reading fluency of students with mild intellectual disabilities. In line with this general aim, sub-goals have been established under the headings of reading fluency, reading comprehension, and social validity. The study was designed within the action research framework of a qualitative research model and conducted with the approach that the practitioner is also the researcher. The "Criterion Sampling" method was used to select the study group. The study group consisted of a student with mild intellectual disabilities enrolled in a special education class and another student with mild intellectual disabilities attending full-time inclusion education at the 80th Year Secondary School in Lüleburgaz district of Kırklareli province. In this study, teacher and parent interview forms, researcher diaries, program-based assessment tools, and audio recordings of students' reading performances were used as data collection tools. Data were obtained from program-based assessment results and teacher and parent interview forms. The HELPS Fluency Program was applied to the study group students in 40 sessions of 15 minutes each. The data were analyzed using qualitative data analysis methods such as descriptive analysis and content analysis. Percentage and frequency analyses were also employed to quantify qualitative data. The findings of the study revealed that, as a result of the program implementation, there were notable improvements in word recognition, reading fluency, and reading comprehension skills. By the end of the program, students either reached an independent reader level from the instructional level in both basic and deep comprehension skills or showed considerable progress within their levels. Furthermore, the parents and teachers of the participating students reported that the HELPS fluency strategy was effective in enhancing students' reading skills and increasing their reading motivation.