A Review of Reading Interventions for Students with Moderate and Severe Intellectual Disabilities
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| Title: | A Review of Reading Interventions for Students with Moderate and Severe Intellectual Disabilities |
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| Language: | English |
| Authors: | Alice N. Williams (ORCID |
| Source: | Journal of Special Education. 2025 59(1):26-37. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Reading Instruction, Intervention, Students with Disabilities, Moderate Intellectual Disability, Severe Intellectual Disability, Evidence Based Practice, Elementary Secondary Education, Reading Research, Phonemic Awareness, Phonics, Reading Comprehension, Vocabulary, Reading Fluency |
| DOI: | 10.1177/00224669241268622 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with students with moderate and severe ID, discuss the reading components targeted, evidence-based practices used, treatment intensity of interventions, and measure progress toward the goal in single-case studies. Database searches from 2000 to 2022 were conducted, finding 24 studies that met inclusion criteria and quality indicators. The results indicate that research is expanding to focus on interventions including a variety of reading components for students in this population. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473557 |
| Database: | ERIC |
| Abstract: | For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with students with moderate and severe ID, discuss the reading components targeted, evidence-based practices used, treatment intensity of interventions, and measure progress toward the goal in single-case studies. Database searches from 2000 to 2022 were conducted, finding 24 studies that met inclusion criteria and quality indicators. The results indicate that research is expanding to focus on interventions including a variety of reading components for students in this population. |
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| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669241268622 |
