Abstract
Objective: The purpose of this study was to carry out a systematic review of literature of effective reading intervention for students with - intellectual disabilities (ID), intellectual and developmental disabilities (IDD), and multiple disabilities (MD). Findings and recommendations for future research are discussed. Background and rationale: For students with ID, IDD, and MD ability to read can lead to a better quality of life and better integration into the mainstream society. Several studies have expressed a concern over more emphasis placed on social, personal, and vocational skills for individuals with ID, IDD, and MD than on reading and literacy learning. Having a repertoire of effective interventions carried out with this population will help teachers, teacher educators, and anyone else working with the individuals. Method: This study synthesized findings from previous research with 167 students with ID, IDD, and/or MD to assess effectiveness of instruction for key elements of effective reading instruction such as phonemic awareness, phonics, vocabulary, fluency, and comprehension. The review made it explicit that literature reviewed conforms to standards and quality indicators for experimental and quasi-experimental studies. Outcomes: The 12 studies identified and included in this review collectively provided evidence-based strategies for developing components of effective reading at elementary grades and sustaining effective reading at secondary levels. Four tables included describe details of participants, setting, strategies, and evidence of effectiveness. Implications for future research: Recommendations offered included carrying out more studies using qualitative and/or mixed-method approaches to further study use of these strategies in different classrooms and at different grade levels. An exclusive and systematic review of studies that used technology and assistive technology to teach reading could also be carried out.