Oslo - digital literacy ID.pdf

Digital literacy for students
with intellectual disability
Ladislao Salmerón
ERI Lectura & Departamento de Psicología evolutiva y de la educación
Universidad de Valencia
SpedAims talk – 04th November 2022

Research Institute on
Reading (ERI Lectura)
Research unit of the University
of Valencia created in 2012 “to
foster the scientific study of
reading and to transfer such
knowledge to society”
www.uv.es/lectura
Multidisciplinary unit
Neuroscientific study of reading
Technology for improving reading
Promotion of reading in schools
Reading and students with disabilities
Reading in applied contexts
Adolescents literature
2/37

Index
• Intellectual disability (ID) and digital literacy
• Easy-to-read videoblogs
• Evaluation of web information
• Conclusions
• Future

Intellectual disability (ID) and digital literacy
• ID is a disorder with onset during the developmental period that
includes both intellectual and adaptive functioning deficits in
conceptual, social, and practical domains (APA, 2013).

• ID is a disorder with onset during the developmental period that includes
both intellectual and adaptive functioning deficits in conceptual, social, and
practical domains (APA, 2013).
• Low levels of reading comprehension. e.g. students aged 18–20 with mild to
borderline ID show reading comprehension levels corresponding to 9–11 year olds
(Fajardo et al., 2013, 2014).
• High percentage of people with ID are characterized in terms of ingenuity, credulity,
and gullibility (Greenspan, Switzky, & Woods, 2011; Luckasson et al., 2002).

Pic credit: www.socialmediabutterflyblog.com
Need to broad our
undertanding about the literacy
practices that students with ID
carry in their daily lives
(Morgan et al., 2011).
Fostering self-
determination by means of
positive risk-taking
(Wehmeyer, 1996;
Alaszewski & Alaszewski
2002; Seale 2014).

Digital literacy
“Ability to navigate, integrate and evaluate
information on the Web”
(Afflerbach & Cho, 2010; Leu et al., 2015; Salmerón et al., 2018)

Integration /
Comprehension
Literal
representation
of the text
Representation
of the situation
described
Evaluation
Authors’
competence
Authors’ goals

Easy-to-read videoblogs
• ID is a disorder with onset during the developmental period that includes
both intellectual and adaptive functioning deficits in conceptual, social, and
practical domains (APA, 2013).
• Low levels of reading comprehension. e.g. students aged 18–20 with mild to
borderline ID show reading comprehension levels corresponding to 9–11 year olds
(Fajardo et al., 2013, 2014).
• High percentage of people with ID are characterized in terms of ingenuity, credulity,
and gullibility (Greenspan, Switzky, & Woods, 2011; Luckasson et al., 2002).

How to tackle the integration/comprehension difficulties?

• Goals:
• To analyse the effect that text difficulty (simplified vs. normal text) produce
on comprehension and monitoring accuracy of students with ID.
• To analyse the effect of presentation mode (Video blog vs. Text) on
comprehension and monitoring accuracy of students with ID.
Fajardo, Avila, Delgado, Gómez-Merino &
Salmerón (2022). Journal of Applied Research
in Intellectual Disabilities

Easy-to-read guidelines
· International Federation of Library Associations and Institutions
(Nomura et al., 2010)
· Based on inferences from linguistic models and expert consensus
· Linguistic features:
· control of sentence length
· increase word familiarity
· reduce use of connectives
· use of active language rather than passive language
· do not use difficult ideas such as metaphors
· Limited empirical evidence (Buell et al., 2019; Fajardo et al., 2014;
Karreman et al., 2007)

Video-blogs
· Students with ID frequently consume streaming videos (Delgado
et al., 2019)
· Potential way to overcome textual bariers
· But potential shallow processing (Annisette & Lafreniere, 2017)

Study
• PARTICIPANTS
16 adults (mean age 24, range=18-29 years) with ID
(Mean IQ= 75, Kaufman Brief Intelligence
Test; Kaufman & Kaufman, 1997, range = 67–86)
enrolled at a Special Education Training Program
• BACKGROUND ASSESSMENT:
- Reading comprehension (PROLEC-R test,
Cuetos et al., 2014), word and non-word reading,
receptive vocabulary
• MEASURES:
- Piloted in a different sample of 11 adults.
- Reading comprehension: % of correct answers
-Monitoring accuracy: Predicted correct answers vs.
actually correct answers.
Procedure (session 2)
1. Read /watch the blog.
2. Judge difficulty: Did the text/video seemed
understandable?
3. Judge performance: How many questions do
you think you’ll get correct?
4. Comprehension questionnaire
5. Interest

Materials
4 texts (364-565 words) and 4 video blogs,
each one followed by 6 multiple-choice
comprehension questions.
Each participant:
2 texts and 2 videos (half easy-to-read, half
normal)
6 MCQ comprehension questions (half literal,
half inferential)
Topics
Environment, Health, Society, Technology

No differences in
comprehension

Large overconfidence

Exploratory analysis
Reading comprehension skills * text difficulty

No easy solution to improve
students’ with ID text
comprehension
Conclusions

Conclusions
· No effect of linguistic simplification or mode (Buell
et al., 2019).
· Video-blogs potential as learning material.
· Positive effect of students’ reading comprehension
skills.
· Unexpected interaction skills * text difficulty: easy-
to-read may limit comprehension of those skilled
(McNamara et al., 1996)
· Large overconfidence.
Nature of text simplification
· Need for stronger methods to study the effects of
text simplification
· Simplification creates atypical language structures
(Crossley et al., 2007)

Integration /
Comprehension
Literal
representation
of the text
Representation
of the situation
described
Evaluation
Authors’
competence
Authors’ goals

Evaluation of web information
• Within the social domain of adaptive behavior, a high percentage of people
with ID are characterized in terms of ingenuity, credulity, and gullibility
(Greenspan, Switzky, & Woods, 2011; Luckasson et al., 2002).
• “Belief despite lack of evidence” (Greenspan et al., 2001).
• Children with ID tend to be less accurate in interpreting others’ intentions
(Leffert, Siperstein, & Widaman, 2010)

• Can students with ID identify and use source cues in web forums?
• Participants: 40 adults (mean age 19, range = 17-23) with ID (mean IQ =
61 [K-BIT], range = 40-85)
• Task: to endorse one recommendation in a forum discussion and justify
it. 4 forums on daily life issues.
Salmerón, Gómez & Fajardo (2016). Reading
and Writing.

• Adult students with ID fail to identify and use source cues in web forums
Salmerón, Gómez & Fajardo (2016). Reading
and Writing.
Agree / Really agree
Expert + external
source
87,5%
Expert + personal
experience
87,5%
Pseudonym +
external source
90%
Pseudonym +
personal experience
90%

• Can students with ID identify and select best pages from a list of results?
• Participants: 43 adults (mean age 23, range = 18 to 33) with ID (mean IQ
72 [K-BIT], range 64-86)
• Task: to select the best webpage to find a solution to an scenario. 4 lists of
results (SERP) on social media / health issues
• Half pages relevant / half pages trustworthy
Salmerón, Fajardo & Gómez (2018). European
Journal of Special Needs Education.

• students with ID can identify and select best pages from a list of results
to some extent
Salmerón, Fajardo & Gómez (2018). European
Journal of Special Needs Education.
0
5
10
15
20
25
30
35
40
High topic relevance/
High page
trustworthiness
High topic relevance/
Low page
trustworthiness
Low topic relevance/
High page
trustworthiness
Low topic relevance/
Low page
trustworthiness
% page selection

• Based on the MD-Skills project (J.F. Rouet & M. Stadtler)
• Aims:
• To make students with ID aware of the importance of attending to information sources when
reading on the Internet.
• To train them in the use of basic abilities for evaluating the reliability of information sources.
Delgado, Avila, Fajardo & Salmerón (2019).
Journal of Applied Research in Intellectual
Disabilities

PARTICIPANTS
• 50 adult (mean age = 19, range = 16-25)
students with ID (mean IQ = 50 [K-BIT],
range = 40-84).
• 33 participants completed the program,
attending to 8 sessions at least,
including pre- & post-test.
• Participants baseline:
• Reading comprehension abilities
equivalent (or below) to first grade
of primary ed
METHOD
• 7 intervention groups with comparable
non-verbal IQ.
• 5-7 participants per group.
• 9 sessions (45 min. to 1 hour each):
• 7 training sessions.
• 2 testing sessions: pre- & post-test.
• Pre- & post-test by means of to similar
tasks: Task A & B.

PROGRAM
• 8 pairs of texts and videos
• Topics: socio-scientific controversies
selected by pilot students.
• Scenario in which some characters
look for information on the Internet.
• Simplified following the IFLA (Nomura,
Nielsen & Tronbacke, 2010).
• Presented to the whole group in web
format by means of a projector.
• The pedagogical approach combined
de following methodologies:
• Direct instruction.
• Group discussions.
• Modelling.
• Contrasting cases (Braasch, Bråten,
Strømsø, Anmarkrud & Ferguson, 2013).
• Guided reading.
• Feedback

CONTENTS:
• Modules 1 to 4: aimed to sensitize and train participants to identify the existence of 4
basic factors related to the reliability and validity of information that can be found on the
Internet:
• Module 1: It is possible to find different claims on the same issue.
• Module 2: Web pages vary on restrictions on who can publish information.
• Module 3: Author’s expertise.
• Module 4: Author’s or web intention (to inform, to help, to convince, to sell,…)
• Modules 5 to 7: to capacitate participants to globally pay attention to the above factors.
By means of modelling and contrasting cases.
Based on the structure: WHAT? WHO? WHERE?

Conclusions
· Growing evidence that people with ID
can learn to some extent complex
literacy skills.
· Program helped youths with ID to
consider information sources, even 3
weeks after.
• Metaanalysis on reading comprehension
interventions with ID (Joseph et al., 2021)
• Instructional delivery practices that
involved teaching students with ID to
comprehend text through modelling,
guided practice opportunities, and
corrective feedback appeared to have the
greatest impact on improving this
population’s reading comprehension
performance

• There are no easy solutions to improve text comprehension of students
with ID
• Adults’ with ID digital poses some digital literacy skills
• Interventions based on proved pedagogical practices have potential to
boost complex literacy of students with ID
• Need to promote studies with sounding methodologies
Conclusions

• Analysis of specific text features and its
interaction with students’ skills (Arfé,
Mason & Fajardo, 2018).
• Analysis of association between literacy
habits of students with ID and
development of comprehension skills.
• Active participation demands self-
regulation. Is it possible to foster given
large overconfidence?
Future

Thanks for your attention
Our gratitude to:
Educational team of AFANIAS association (Madrid)
Educational team of ASINDOWN foundation (Valencia)
Educational team of PLENA INCLUSION foundation (Valencia)
Educational team of ASPA foundation (Alicante)
Participants and their families.
Team members:
Inma Fajardo (U. Valencia)
Vicenta Avila (U. Valencia)
Marcos Gómez (U. Alicante)
Pablo Delgado (U. Sevilla)
ladislao.salmeron@uv.es
www.uv.es/lectura
www.uv.es/lasalgon
Funding:

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