Comparison of the effects of single- and multicomponent reading instructions on phonological awareness and reading skills for children with intellectual disability in Sweden

Full social participation requires literacy. However, students with intellectual disability (ID) often face significant barriers to accessing effective and inclusive reading education. This study investigated literacy skill development in beginning readers diagnosed with mild, moderate, and severe ID in need of augmentative and alternative communication (AAC). The 123 participating Swedish students were assigned to one of four groups. Three groups received digital reading instructions implemented by the teachers of the students in everyday schoolwork. Two groups practiced a single-component reading strategy (phonics-based or comprehension-based), and one group practiced a multicomponent reading strategy (both phonics-based and comprehension-based). The fourth group received teaching-as-usual. Literacy skills were assessed on four occasions, and the developmental trajectory was compared between the groups. The results indicated that literacy skills improved over time. Furthermore, the multicomponent strategy indicated a steeper trajectory in phonological awareness compared to the other groups. Therefore, the findings suggest that varied reading instruction may support the improvement of pre-literacy skills in beginning readers with an ID diagnosis and who have a need for AAC. However, limitations in the adherence to the intervention procedure encourage future studies to further compare the effects of single- and multicomponent reading instructions. Possible implications are discussed for reading instruction for students with ID and communicative disabilities.