Multicomponent Reading Interventions for Students With Intellectual Disability

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general...

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Bibliographic Details
Published in:Remedial and special education 2018-07, Vol.39 (4), p.229-242
Main Authors: Afacan, Kemal, Wilkerson, Kimber L., Ruppar, Andrea L.
Format: Article
Language:English
Subjects:
Coding
Educational Quality
Educational Strategies
Elementary Secondary Education
General education
Instructional Effectiveness
Intellectual disabilities
Intellectual Disability
Intervention
Learning disabilities
Literature Reviews
Program Implementation
Reading comprehension
Reading Instruction
Reading Programs
Reading Skills
Sight Vocabulary
Skills
Students
Students with Disabilities
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Summary:Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932517702444