For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with…

The rapid growth of inclusive higher education opportunities for young adults with intellectual and developmental disabilities (IDD) has contributed to improvements in students' academics, employment, social, and independent living outcomes. However, many college programs lack a focus on functional literacy, a critical skill for success in…

Having the ability to read is an essential skill for an individual. However, comprehension, the aim of reading, is a complex cognitive process that involves constructing meaning through deliberate thinking. Unfortunately, students with learning disabilities (LD) often struggle with reading, which impairs their comprehension abilities. Repeated…

Purpose: Despite appropriate speech-language therapy interventions and school and university accommodations, college and university students with developmental reading (specific reading learning disorder [SRLD]) and spelling (specific spelling learning disorder [SSLD]) difficulties continue to experience difficulties in adulthood, notably for…

The purpose of this study was to compare the relative effects of word reading and story component interventions in developing reading comprehension of narrative texts with four students with mild levels of intellectual disability. A multielement design was used in this study. The findings revealed that the story component intervention was more…

Reading interventions focusing on self-determination can effectively improve the academic performance of students with learning disabilities (LD). This study investigated the effects of a multicomponent reading comprehension strategy intervention, which is based on the Self-Determination Learning Model of Instruction (SDLMI), on the use of…

Students with specific learning disabilities (SLD) represent between 5% and 10% of the total number of students in public schools in Saudi Arabia (Abu Nayyan, 2015). Further, 80-90% of students with SLD exhibit reading difficulties including difficulties in reading comprehension (Mercer & Pullen, 2009). Although there is a large number of…

This study asked Teachers of the Visually Impaired to evaluate a shared reading intervention for Students with Intellectual Disabilities and Visual Impairments and how they felt about their preparedness to teach reading. There has been little research on the student population's literacy skills acquisition. For this study, TVIs evaluated stories…

Educators often provide students with disabilities reading accommodations to help them access content during instruction, but research has shown that not all students benefit from those accommodations. Given the importance of content area instruction, there is a need for further research on how to efficiently identify reading accommodations that…

Culture is ubiquitous and plays a significant role in student knowledge development and reading comprehension. Therefore, the purpose of this review was to investigate how culture is considered within reading comprehension interventions for students with learning disabilities (LD) from culturally and linguistically diverse backgrounds. Through a…

The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive…

This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, "Friends on the Block," includes multiple strands of literacy providing explicit instruction in phonics,…

National reading data indicate that students with intellectual disabilities (ID) fall behind their peers in reading. Reading is important for academic achievement and learning to read can increase independence in several settings including school, work, home, and community or social (Wilson & Hunter, 2010). Students with ID have historically…