Phonics Based Reading Interventions for Students with Intellectual Disability: A Systematic Literature Review
Journal of Education and Training Studies
Hill, D. R. (2016).
Journal of Education and Training Studies, 4(5), 205-214.
This systematic review investigates the effects of phonics-based reading interventions on reading outcomes in school-aged students, 6-21 years old, with intellectual disabilities.
Not stated
This article updates a previous systematic review:<div>Joseph, L.M. & Seery, M.E. (2004). Where Is the Phonics? A Review of the Literature on the Use of Phonetic Analysis With Students With Mental Retardation. <em>Remedial and Special Education,</em> <em>25</em>(2), 88-94. https://doi.org/10.1177/07419325040250020301</div>
The author categorized the included interventions into two groupings:
<ul>
<li>researcher-designed approaches that incorporated systematic, explicit instruction, and published reading curricula; and </li>
<li>interventions based on response-prompting procedures (e.g., simultaneous prompting). </li>
</ul>
Results suggest that phonics-based reading interventions were efficacious with students with intellectual disabilities. Systematic and explicit instruction was a commonality among the efficacious interventions.
