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Meta-Analysis
. 2019 Dec 5;12(12):CD011359.
doi: 10.1002/14651858.CD011359.pub2.

Beginning reading interventions for children and adolescents with intellectual disability

Brian Reichow  1 , Christopher J Lemons  2 , Daniel M Maggin  3 , David R Hill  4
Affiliations
Meta-Analysis

Beginning reading interventions for children and adolescents with intellectual disability

Brian Reichow et al. Cochrane Database Syst Rev. .

Abstract

Background: Historically, students with intellectual disability were not expected to learn to read, and thus were excluded from reading instruction. Over the past decades, societal expectations for this group of learners have changed in that children and adolescents with intellectual disability are now expected to be provided with, and benefit from, literacy instruction. This shift in societal expectations has also led to an increase in research examining effective interventions for increasing beginning reading skills for students with intellectual disability.

Objectives: To assess the effectiveness of interventions for teaching beginning reading skills to children and adolescents with intellectual disability.

Search methods: We searched the following electronic databases up to October 2019: CENTRAL; MEDLINE, including Epub Ahead of Print and In-Process and Other Non-Indexed Citations, Embase, 13 other databases, and two trials registers. We contacted authors of included studies, examined reference lists, and used Google Scholar to search for additional studies.

Selection criteria: We included randomized controlled trials (including trials that use quasi-random methods of allocation such as date of birth), involving children and adolescents with intellectual disability (defined as an intelligence quotient (IQ) two standard deviations or more below the population mean) between the ages of 4 and 21 years, that evaluated the efficacy of a beginning reading intervention compared to a control intervention, including no treatment control, wait-list control, treatment as usual, attention control, or alternate non-reading instruction control.

Data collection and analysis: Two review authors independently screened titles and abstracts yielded by the search against the inclusion criteria, and extracted data from each trial using a piloted data extraction form to collect information about the population, intervention, randomization methods, blinding, sample size, outcome measures, follow-up duration, attrition and handling of missing data, and methods of analysis. When data were missing, one review author contacted the study authors to request additional information. Two review authors assessed the risk of bias of each included study and rated the quality of the evidence using the GRADE approach (a systematic method for rating the certainty of evidence in meta-analyses). We conducted random-effect meta-analyses, with inverse-variance weighting to combine effect sizes for each of our primary and secondary outcomes. We presented effect sizes as standardized mean differences (SMD) with 95% confidence intervals (CI).

Main results: We identified seven studies involving 352 children and adolescents with intellectual disabilities that met the inclusion criteria. All studies provided the intervention in school settings. Four studies were conducted in the USA, one in Canada, and two in the UK. Three studies were funded by grants from the US Department of Education, Institute of Education Sciences; one study by the Canadian Language and Literacy Research Network and the Nova Scotia Health Research Foundation; and three studies did not indicate a funding source. We identified some concerns with risk of bias, mainly due to the difficulty of blinding of participants and personnel, and the lack of blinding of outcome assessors. Meta-analyses of the data demonstrated small-to-moderate effects of beginning reading interventions delivered to children and adolescents with intellectual disability across four dependent variables. We found medium effect sizes in favor of the beginning reading interventions for the primary outcomes of phonologic awareness (SMD 0.55, 95% CI 0.23 to 0.86; 4 studies, 178 participants; moderate-quality evidence), word reading (SMD 0.54, 95% CI 0.05 to 1.03; 5 studies, 220 participants; moderate-quality evidence), and decoding (SMD 0.40, 95% CI 0.12 to 0.67; 5 studies, 230 participants; low-quality evidence). The studies reported no adverse events. We also found a moderate effect for the secondary outcomes of oral reading fluency (SMD 0.65, 95% CI -0.12 to 1.42; 2 studies, 84 participants; low-quality evidence) and language skills (SMD 0.28, 95% CI 0.03 to 0.54; 3 studies, 222 participants; moderate-quality evidence).

Authors' conclusions: Results from this review provide evidence that beginning reading interventions that include elements of phonologic awareness, letter sound instruction, and decoding, delivered to children and adolescents with intellectual disability, are associated with small-to-moderate improvements in phonologic awareness, word reading, decoding, expressive and receptive language, and oral reading fluency. These findings are aligned with previously conducted studies that examined the effects of reading interventions for people without intellectual disability.

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Conflict of interest statement

BR receives royalties from Springer for the publications Handbook of Early Childhood Special Education, Evidence‐Based Practices and Treatments for Children with Autism, and Adolescents and Adults with Autism Spectrum Disorders. He also receives honoraria from Springer for his duties as Associate Editor of the Journal of Autism and Developmental Disorders, and from not‐for‐profit organizations for lectures on autism spectrum disorders and developmental disorders. BR receives salary support from the University of Florida, and funding from the Department of Education, USA. BR declares that none of these sources supported or influenced his work on this review.

CL receives honoraria from not‐for‐profit organizations for lectures on disabilities and education; former salary support from the University of Pittsburgh; current salary support from Peabody College of Vanderbilt University; and funding from the Department of Education, USA. CL also declares that he was not involved in any of the studies included in this review. CL receives an honorarium for his work as a Senior Advisor for the National Center on Intensive Intervention, a not‐for‐profit entity funded by the US Department of Education Office of Special Education Programs. Although CL conducts and publishes research on reading interventions for children and adolescents with intellectual disabilities, at the time of this review, he was not an author of any study that would have met eligibility requirements. CL declares that none of these sources supported or influenced his work on this review.

DM receives honoraria from not‐for‐profit organizations for lectures on disabilities and education; current salary support from the University of Illinois at Chicago; funding from the Department of Education, USA; and honorarium for his consultancy on behavioral interventions and progress monitoring for the National Center on Intensive Intervention, a not‐for‐profit entity funded by the US Department of Education Office of Special Education Programs. DM also receives honoraria from the Hammill Institute for serving as the Editor‐in‐Chief of Behavioral Disorders. DM declares that none of these sources supported or influenced his work on this review.

DH receives current salary support from the University of Michigan‐Dearborn, USA, which did not influence his work on this review.

Figures

1
1
Study flow diagram.
2
2
Risk of bias graph: review authors' judgments about each risk of bias item presented as percentages across all included studies.
3
3
Risk of bias summary: review authors' judgments about each risk of bias item for each included study.
4
4
Forest plot of comparison: 1 Phonologic awareness, outcome: 1.1 Phonologic awareness.
5
5
Forest plot of comparison: 2 Word reading, outcome: 2.1 Word reading.
6
6
Forest plot of comparison: 3 Decoding, outcome: 3.1 Decoding.
1.1
1.1. Analysis
Comparison 1 Phonologic awareness, Outcome 1 Phonologic awareness.
2.1
2.1. Analysis
Comparison 2 Word reading, Outcome 1 Word reading.
3.1
3.1. Analysis
Comparison 3 Decoding, Outcome 1 Decoding.
4.1
4.1. Analysis
Comparison 4 Supplemental measures of literacy, Outcome 1 Oral reading fluency.
5.1
5.1. Analysis
Comparison 5 Supplemental measures of language skills, Outcome 1 Expressive and receptive language.
See this image and copyright information in PMC

Update of

  • doi: 10.1002/14651858.CD011359

References

References to studies included in this review

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