Krys Standley, Rayna Sage, Tannis Hargrove, Mary Willard, Tracy Boehm Barrett, Justice Ender, Craig Ravesloot
Participatory curriculum development for health and independent living for disabled people: a qualitative study of participant experiences
Disability & society
historically students intellectual disability expected learn read thus excluded reading instruction past decades societal expectations group learners changed children adolescents intellectual disability expected provided benefit literacy instruction shift societal expectations also led increase research examining effective interventions increasing beginning reading skills students intellectual disability assess effectiveness interventions teaching beginning reading skills children adolescents intellectual disability searched following electronic databases october 2019 central medline including epub ahead print inprocess nonindexed citations embase 13 databases two trials registers contacted authors included studies examined reference lists used google scholar search additional studies included randomized controlled trials including trials use quasirandom methods allocation date birth involving children adolescents intellectual disability defined intelligence quotient iq two standard deviations population mean ages 4 21 years evaluated efficacy beginning reading intervention compared control intervention including treatment control waitlist control treatment usual attention control alternate nonreading instruction control two review authors independently screened titles abstracts yielded search inclusion criteria extracted data trial using piloted data extraction form collect information population intervention randomization methods blinding sample size outcome measures followup duration attrition handling missing data methods analysis data missing one review author contacted study authors request additional information two review authors assessed risk bias included study rated quality evidence using grade approach systematic method rating certainty evidence metaanalyses conducted randomeffect metaanalyses inversevariance weighting combine effect sizes primary secondary outcomes presented effect sizes standardized mean differences smd 95 confidence intervals ci identified seven studies involving 352 children adolescents intellectual disabilities met inclusion criteria studies provided intervention school settings four studies conducted usa one canada two uk three studies funded grants us department education institute education sciences one study canadian language literacy research network nova scotia health research foundation three studies indicate funding source identified concerns risk bias mainly due difficulty blinding participants personnel lack blinding outcome assessors metaanalyses data demonstrated smalltomoderate effects beginning reading interventions delivered children adolescents intellectual disability across four dependent variables found medium effect sizes favor beginning reading interventions primary outcomes phonologic awareness smd 055 95 ci 023 086 4 studies 178 participants moderatequality evidence word reading smd 054 95 ci 005 103 5 studies 220 participants moderatequality evidence decoding smd 040 95 ci 012 067 5 studies 230 participants lowquality evidence studies reported adverse events also found moderate effect secondary outcomes oral reading fluency smd 065 95 ci 012 142 2 studies 84 participants lowquality evidence language skills smd 028 95 ci 003 054 3 studies 222 participants moderatequality evidence results review provide evidence beginning reading interventions include elements phonologic awareness letter sound instruction decoding delivered children adolescents intellectual disability associated smalltomoderate improvements phonologic awareness word reading decoding expressive receptive language oral reading fluency findings aligned previously conducted studies examined effects reading interventions people without intellectual disability