Effects of a phonics-based intervention on the reading skills of students with intellectual disability

Dessemontet, Rachel Sermier; Chambrier, Anne-Françoise de; Martinet, Catherine; Meuli, Natalina; Linder, Anne-Laure

doi:10.1016/j.ridd.2021.103883

Cited by 19 publications

(34 citation statements)

References 28 publications

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“…However, students with disorders of ID have serious limitations in phonological skills [4,9]. Limitations in short-term memory [18] may affect their ability to process and store sound-based information for short periods of time [12], which may hinder the development of alphabetical skills, decoding and encoding, even if letter-sound knowledge is acquired [12,19].…”

Section: Barriers To Reading and Writing Developmentmentioning

confidence: 99%

“…We also contacted 28 authors in the field with three or more relevant hits (1 October 2019). Of the 13 respondents, one reported a relevant study in progress (now published: [9]). Then, forward citation searches in Google Scholar of the included studies generated 23 hits.…”

Section: Search Strategy and Study Selectionmentioning

confidence: 99%

“…However, low levels of reading and writing skills in students with disorders of ID [8] may also be related to limited access to high-quality phonic reading and writing instructions adapted specifically for these students [9]. Traditionally, expectations of reading and writing development among students with disorders of ID have been low [10], and they have also had access to fewer learning situations in reading and writing compared to other students [2].…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

et al. 2021

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Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4–19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward and forward searches, and contacted experts in the field. Based on predefined criteria, nine studies were included in the systematic review, and seven were included in the meta-analysis. The reading interventions included decoding strategies, often combined with sight-word and supplemental instructions appropriate to the participants’ adaptive and cognitive skills. None of the studies aimed to increase writing skills. The overall mean effect size from the reading interventions for trained reading was large (g = 0.95, 95% CI = [0.51, 1.38]), for transfer reading small-to-moderate (g = 0.49, 95% CI = [0.20, 0.78]) and for transfer writing small (g = 0.04, 95% CI = [−0.36, 0.44]). Students with disorders of ID can benefit from reading interventions combining decoding strategies and sight word reading. There is a need for RCT and QED studies investigating writing interventions for students with disorders of ID only.

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Section: Barriers To Reading and Writing Developmentmentioning

confidence: 99%

Section: Search Strategy and Study Selectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

et al. 2021

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“…For the current study, a subsample of another study conducted in the French-speaking region of Switzerland on reading instruction for students with ID with mixed etiologies ( Sermier Dessemontet et al., 2021 ) was pair-matched to children attending kindergarten classes in France. The original study included 48 children with ID who knew at least three letter-sound correspondences without being able to decode syllables ( Sermier Dessemontet et al., 2021 ). For the current study, children with autism spectrum disorder were excluded, since this disorder has been found to affect RAN skills ( Losh et al., 2010 ).…”

Section: Methodsmentioning

confidence: 99%

“…The original tests are in German ( Moser and Berweger, 2007 ), but were translated to French in an unpublished version used for research ( Moser et al., 2004 ). This French version was administered to children with mild and moderate ID in previous studies and showed that the internal reliability of the subtests was high (Cronbach's α = 0.91–0.98) ( Sermier Dessemontet and de Chambrier, 2015 ; Sermier Dessemontet et al., 2021 ). Item difficulty and discrimination index were also found to be appropriate ( Sermier Dessemontet and de Chambrier, 2015 ).…”

Section: Methodsmentioning

confidence: 99%

Rapid automatized naming skills of children with intellectual disability

Chambrier

Dessemontet

Martinet

et al. 2021

Heliyon

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Background: A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existing studies mainly focused on adolescent or adults with ID matched to typically developing (TD) children on verbal mental age, or used a single RAN task. Aims: The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills. Method: 30 children with mild to moderate ID with mixed etiology (M ¼ 9.4 years-old) were pair-matched to 30 TD children (M ¼ 4.3 years-old) on phonological awareness-and reading-level. They were all administered color, object, finger, and vowel RAN tasks. Outcomes and results: Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers. Conclusions and implications: This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities. What this paper adds?Recently, a growing body of work has sought to understand why children with intellectual disability (ID) often face difficulties in learning to read. It has been highlighted that phonological awareness (PA)known to be involved in typical reading acquisition and in dyslexiais also an area of weakness among children with ID. It has even been shown that children with ID exhibit a deviant developmental pattern of PA. Rapid Automatized Naming (RAN), which has also been deeply studied among typically developing (TD) children and among children with specific learning disorders, has conversely been far less investigated among individuals with ID. First, the few studies that compared the RAN skills of individuals with ID to the ones of TD children led to contradictory results regarding the preservation or impairment of these skills. Since RAN skills have been shown to follow an asymptotic evolution, the age of the individuals with ID and of the TD children to whom they are matched might be crucial. Second, it has not yet been investigated whether the RAN developmental pattern of children with ID is similar or different from the one of TD children. Third, most existing research has assessed RAN skills in children who already have reading skills, making direction of influence hard to ascertain. This study examined the RAN skills of 6to 12-year-old individuals with ID with very low reading skills on four RAN tasks relative to the ones of TD children matched on PAand reading-level, which has not yet been done. It shows that children with ID are characterized by both an atypical developmental pattern as well as by a deficit in RAN.

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