A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability

Dessemontet, Rachel Sermier; Martinet, Catherine; Chambrier, Anne-Françoise de; Martini-Willemin, Britt-Marie; Audrin, Catherine

doi:10.1016/j.edurev.2019.01.001

Cited by 53 publications

(61 citation statements)

References 73 publications

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“…18,19 Majority of the studies have revealed that the efficacy of interventions for language development in Down syndrome involves English-speaking children, as described in a recent systematic review. 8 Although our findings are preliminary, an accumulation of studies in a non-English or non-European language may reveal the usefulness of phonics instruction. This is because the development of language skills is affected by the characteristics of the languages.…”

Section: Discussionmentioning

confidence: 64%

“…The intellectual function could be a contributing factor for improvement in letter-sound associations or language acquisition in children with intellectual disabilities. 8 Furthermore, IQ is a major predictor of performance in word decoding in Down syndrome. 16 The participant's other language abilities that were not measured in this study (e.g., receptive language) may be another possible factor.…”

Section: Discussionmentioning

confidence: 99%

“…Although many studies reveal a wide variability of reading skills in Down syndrome and effectiveness of interventions for language development, these studies included only a few children with severe intellectual disabilities such as those with an intelligence quotient (IQ) below 40. 8 Difficulties in learning language are also dependent on the characteristics of the languages. Compared with the cumulative knowledge about reading skill development in children with Down syndrome who use English and other European alphabets, few studies examine reading skills in other languages.…”

Section: Introductionmentioning

confidence: 99%

“…Compared with the cumulative knowledge about reading skill development in children with Down syndrome who use English and other European alphabets, few studies examine reading skills in other languages. [8][9][10] Currently, systematic evidence-based programs have not been established for children with Down syndrome in Japan. A study suggested that Japanese elementary-school-age children with moderate or severe intellectual disabilities find it difficult to name letters.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report

Fujino

Imatome

2020

Clinical Case Reports

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Section: Discussionmentioning

confidence: 64%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report

Fujino

Imatome

2020

Clinical Case Reports

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“…There is more current research, however, that supports the benefit of a comprehensive reading approach including instruction on phonological awareness and phonics for students with moderate and severe ID (e.g. Afacan et al 2018;Sermier Dessemontet et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Parent perceptions regarding literacy instruction for students with intellectual disability

Wakeman

Pennington

Cerrato

et al. 2020

J intellect Disabil Res

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Background Parents offer a unique perspective as they may view literacy instruction through the lens of its direct impact on their child's daily life. Further, they are likely to provide insight into the interactions between the perceived effectiveness of instruction and their expectations for their child's success. The purposes of the current investigation were to explore perceptions of parents of children with intellectual disability (ID) related to their child's literacy instruction in schools and understand parental expectations for their child's literacy performance. Methods In the current investigation, we surveyed 211 parents of children with ID in one state within the USA to identify their perceptions related to their child's literacy outcomes and instruction. The survey instrument contained 25 items including 9 multiplechoice, 12 multiple-selection, 2 open-response and 2 rank order items. Results Data indicated significant differences across grade bands related to the type of skills students engage in learning, the importance of specific literacy skills and the challenges or barriers for students to engage in literacy instruction. The overwhelming majority of parents reported their child learning to read as very important and believe there is a difference in life outcomes between children who can read written words and those who cannot. Parents of elementary school children report barriers of disruptive behaviour, the inability of children to remain seated and distractibility more so than parents of secondary students. Parents of high school students reported a lack of instructional time more often than parents of middle and elementary school. Conclusions While parents across grade bands reported the importance of literacy skills for students with ID and instruction in reading comprehension, listening comprehension and vocabulary, some differences were noted. Only half the parents reported an increased focus on literacy instruction, including on essential skills (e.g. decoding), in the earlier grades. Problem behaviour and motivation served as barriers to literacy for elementary students, and a lack of instructional time served as a barrier to writing for high school students.

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Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden

Fälth,

Selenius,

Nilsson

et al. 2024

Dyslexia

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This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre‐reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre‐reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1–3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.

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A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability

Cited by 53 publications

References 73 publications

Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report

Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report

Parent perceptions regarding literacy instruction for students with intellectual disability

Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden

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