View in EDS

A Review of Reading Interventions for Students with Moderate and Severe Intellectual Disabilities

Saved in:
Bibliographic Details
Title: A Review of Reading Interventions for Students with Moderate and Severe Intellectual Disabilities
Language: English
Authors: Alice N. Williams (ORCID 0000-0001-7816-4847)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1473557
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Review of Reading Interventions for Students with Moderate and Severe Intellectual Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alice+N%2E+Williams%22">Alice N. Williams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7816-4847">0000-0001-7816-4847</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. 2025 59(1):26-37.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Moderate+Intellectual+Disability%22">Moderate Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Severe+Intellectual+Disability%22">Severe Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemic+Awareness%22">Phonemic Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00224669241268622
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1473557
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1473557
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00224669241268622
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 26
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Moderate Intellectual Disability
        Type: general
      – SubjectFull: Severe Intellectual Disability
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Phonemic Awareness
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
    Titles:
      – TitleFull: A Review of Reading Interventions for Students with Moderate and Severe Intellectual Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alice N. Williams
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0022-4669
            – Type: issn-electronic
              Value: 1538-4764
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Special Education
              Type: main
ResultId 1