Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities

Teaching reading functional vocabulary to students with intellectual disability (ID’s) is a challenge for teachers in special schools. They face many obstacles teaching which are caused by various factors, especially student characteristics and learning structures that less practical tend be academic. This study aims measure the effectiveness of using word cards picture improve skills moderate ID’s students. The type research applied single subject research, multiple baseline across designs. subjects were two moderately grade 5 2 SLB-C1 Bhakti Luhur Malang. An instructor an observer played important role this study. experimental instrument used Lesson Plan consists three units, each vocabularies. Data analysis carried out performing graphical inspections focus on trend, latency, level changes. was confirmed Percentage All Non-overlapping (PAND) intervention condition against baseline-1 condition. results showed intervention, target behavior form understanding had trend grades rising gradually touching high score, settling at baseline-2 average PAND subject-1 reached 80.55 percent (effective), subject-2 96.67 (very effective).