NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1220814
Record Type: Journal
Publication Date: 2019-Aug
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: N/A
A Synthesis of Reading Comprehension Interventions for Persons with Mild Intellectual Disability
Shelton, Alexandra; Wexler, Jade; Silverman, Rebecca D.; Stapleton, Laura M.
Review of Educational Research, v89 n4 p612-651 Aug 2019
The inclusion of individuals with intellectual disability (ID) in typical settings is increasing. To promote success in these settings, educators must support the reading comprehension of individuals with ID. Therefore, we conducted a synthesis of the extant research on reading comprehension interventions for individuals in the largest category of ID--mild ID--in Grades 4 through 12 and postsecondary programs. We review the methodological and intervention features of eight group-design studies and six single-case design studies published between January 2001 and December 2018. Findings from the 14 studies revealed inconsistent effects of single-component and multicomponent interventions on expository and narrative reading comprehension. However, medium to large positive effects were typically found from interventions using peer-mediated instruction and explicit strategy instruction. More rigorous research investigating the effects of reading comprehension interventions for individuals with mild ID using standardized measures is warranted. Practical implications and recommendations for future research are discussed.
SAGE Publications. 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: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A