A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability

被引:13
作者
Shelton, Alexandra [1 ]
Wexler, Jade [2 ]
Silverman, Rebecca D. [3 ]
Stapleton, Laura M. [4 ]
机构
[1] Univ Maryland, Special Educ, 3942 Campus Dr, College Pk, MD 20742 USA
[2] Univ Maryland, Special Educ, 1308 Benjamin Bldg, College Pk, MD 20742 USA
[3] Stanford Univ, Educ, Grad Sch Educ, 205 Barnum Ctr,505 Lasuen Mall, Stanford, CA 94304 USA
[4] Univ Maryland, Dept Human Dev & Quantitat Methodol, Measurement Stat & Evaluat, 1229 Benjamin Bldg, College Pk, MD 20742 USA
关键词
intellectual disability; interventions; reading comprehension; synthesis; SOCIAL-STUDIES KNOWLEDGE; YOUNG-ADULTS; EXPOSITORY TEXT; SIMPLE VIEW; STUDENTS; INSTRUCTION; EDUCATION; STRATEGY; CHILDREN; OUTCOMES;
D O I
10.3102/0034654319857041
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:612 / 651
页数:40
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