Multicomponent Reading Interventions for Students With Intellectual Disability

• Published in: Remedial and special education Vol. 39; no. 4; pp. 229 - 242
• Main Authors: Afacan, Kemal, Wilkerson, Kimber L., Ruppar, Andrea L.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2018; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• 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; literacy; multicomponent; intellectual disability; reading instruction
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932517702444

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.