An Investigation Of The Impact Of Using Artificial Intelligence To Adapt Grade-level Text On The Reading Comprehension Of Middle And High School Students With Intellectual Disabilities Redmon, Sharon artificial intelligencetext adaptationcontent area knowledgesciencesocial studiesintellectual and developmental disabilitiesK-12 public schoolmiddle schoolhigh schooltransition-aged studentsSpecial EducationPHDThis study examined the effects of the Artificial Intelligence in Reading (AIR) Prompt Strategy adapted text intervention package on the reading comprehension of content-area text with grade-level science and social studies texts by middle and high school students with intellectual and developmental disabilities (IDD). Student performance was compared using a within-subjects, repeated-measures group design, which assessed structured written recall on both Unadapted grade-level passages and passages adapted with the AIR Prompt Suite. Student participants were assigned to one of two studies based on their independent Lexile level: Study 1 (Lexile 100 and below, n = 5) and Study 2 (Lexile Level >210 and above, n = 11). No significant effect for acquisition of content-area knowledge was observed for Study 1 participants. The results demonstrated, however, that the AI-adapted text intervention package significantly increased reading comprehension of content-area text for Study 2 participants, with a statistically significant moderate effect of condition (p = .016). Efficiency data indicated that once the AIR Prompt Suite was created, it produced individualized, adapted passages and matched assessments in under four minutes per content-area text passage. In addition, a majority of both student and teacher participants reported that the AI-adapted texts were preferred to the Unadapted text. Students noted both reduced stress and increased independence, while teachers commented positively on the interventions’ goals, impact, and feasibility. The findings are discussed in terms of intervention effect, efficiency, and social validity. Limitations and implications for future research are also addressed.Jessica Caron, Outside Unit & Field MemberJonte Taylor, Major Field MemberDavid Mcnaughton, Chair & Dissertation AdvisorDavid Lee, Major Field MemberMildred Boveda, Professor in Charge/Director of Graduate Studiesopen_access2026-07-06T20:54:59Zhttps://etda.libraries.psu.edu/catalog/32086sar353