Effectiveness of Reading Interventions on Word Recognition for Students with Intellectual Disability: A Systematic Review and IPD Meta-analysis of Single Case Experimental Designs
Listed in
This article is not in any list yet, why not save it to one of your lists.Abstract
Background: Reading is an essential skill for participation in society, yet persons with intellectual disabilities (ID) struggle with acquiring functional reading abilities. Recent development in research has shown promising effects of reading interventions on reading. This systematic review and meta-analysis will focus on single-case experimental design (SCED) interventions aiming to enhance word recognition skills among children with ID, reflecting an emergent and important area of research in special education, given the challenges in recruiting large samples. The objective of this study is to investigate the effectiveness of reading interventions with the primary aim of improving word recognition ability in children with ID. Inclusion Criteria: The review includes intervention studies aimed to improve word recognition abilities among primary school (k-9) students with ID. The interventions reviewed are categorized as phonemic awareness, phonics, fluency, and other, and are included only if aimed explicitly at improving word recognition skills. Study Selection: We will search Scopus, Web of Science, APA PsycInfo, APA PsycArticles and Academic Search Complete, accompanied with the manual searches of journals and referenced studies. Two independent reviewers will conduct screening with conflicts resolved through discussion or a third reviewer. Data Collection: Data on demographics, study design characteristics, intervention details, and outcomes will be extracted manually. Outcome data for word recognition were extracted from visual representations using the juicR data extraction package. Synthesis: Data will be synthesized with a Bayesian individual participant data (IPD) meta-analysis. This approach accommodates the expected small sample sizes in SCED research and allows modeling nuanced criteria of this design to evaluate intervention effectiveness and the explore of heterogeneity across studies.
