Reading Interventions for Students With Intellectual Disabilities: A Systematic PRISMA Review and Meta-Analysis (Poster 6)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Innovative Approaches and Methodologies for Enhancing Educational Outcomes for Students With Disabilities

Abstract

This review examined the single-case design (SCD) research involving the reading instruction of school-aged individuals with intellectual disabilities (ID). Of the 18 identified single-case designs published between 2011 and 2023, 18 met the Institute for Educational Sciences (IES) rigorous What Works Clearinghouse (WWC) standards for quality SCD research. The results of this study revealed that technology-assisted instruction that was visually cued, direct instruction, response prompting, and phonological segmentation instruction met the criteria for evidence-based interventions for improving the reading skills of students with intellectual disabilities. The results indicated the overall effect of these studies was variable.

Authors

• Sarah Howorth, University of Maine

• Sarah E. Quinn, Eastern Michigan University

• Robert Pennington, University of Kentucky

• Joo Young Lee, University of Maine