ABSTRACT
By definition, intellectual disability affects a child’s level of intelligence and this will have an impact on their ability to understand the contents of reading. This is because the words used in the reading text are different from the words used by children every day, as their vocabulary is small. This study aims to determine the influence of children’s language when used in reading texts. This study uses a combination research method with a balanced mixed-model combination type (concurrent triangulation strategy). Quantitative research methods used are true-experimental design with the characteristics of the control group experimental sample taken randomly from certain populations. The design is pretest–posttest equivalent group design. The results showed an increase in reading comprehension in children with intellectual disability through effective child-language approaches. Thus it can be recommended that learning material in the source book should use children’s language. First pay attention to the language used by children every day, then use that in the reading text.
