Abstract:

In study, it was studied whether print-enriched plays are effective in gaining print awareness ability for kindergarten students with mild intellectual disability. The participants were three students with mild intellectual disability between 50 to 83 months old. In the study, multiple probe with probe trials, which is one of the single subject design, was used. The study was carried out in four steps; baseline, instruction of print awareness skills by print-enriched plays, post-instruction and maintenance. Teaching was comprised of eight sessions with one play for each session and eight print enriched plays in total. The data were interpreted by visual analysis. As a result of the research, it was stated that print-enriched plays are effective in improving print awareness ability of the kindergarten students with mild intellectual disability and in maintaining this ability 3 to 6 weeks after completion of instruction. Results were discussed and recommendations relating to the implementation, as well as additional studies, were presented.

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