Research on Reading Instruction for Individuals With Significant Cognitive Disabilities
Exceptional Children
Browder, D. H., Wakeman, S. Y., et al. (2006).
Exceptional Children, 72(4), 392-408.
This review investigates the effect of interventions targeting reading or picture identification on reading skills in individuals with significant cognitive disability.
Office of Special Education Programs, U.S. Department of Education
1975-2003
Experimental study designs; quasi-experimental study designs; single subject study designs
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Few studies were included in this review targeting phonics and phonemic awareness to teach reading to children with intellectual disabilities. Further research is warranted.
There is evidence in support of reading interventions when teaching students with intellectual disabilities. The strongest evidence was reported for use of systematic prompting and fading procedures (e.g., time delay) to teach sight word reading and comprehension.
