Multicomponent Reading Interventions for Students With Intellectual Disabilities

• In Event: Poster Session 2
  In Poster Session: Special Education Research SIG: Instruction and Students With Disabilities

Abstract

Abstract
The purpose of this literature review was to examine characteristics and outcomes of multicomponent reading interventions for students with intellectual disabilities (ID). In this review, 11 articles fit the inclusionary criteria. Of those, four addressed five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Overall, the findings indicated that students who were exposed to multicomponent reading programs significantly improved their reading skills as compared with comparison groups of their peers who received traditional sight word instruction. The results of this literature review have promising implications for reading instruction with students with ID. Implications for future research and practice are discussed.
Keywords: Multicomponent, reading instruction, literacy, intellectual disabilities

Authors

• Kemal Afacan, University of Wisconsin - Madison

• Kimber L. Wilkerson, University of Wisconsin