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Cited by 17Reading and Literacy DevelopmentBehavioral and Psychological StudiesDown syndrome and intellectual disability research

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Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies

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Sermier Dessemontet, Rachel, Geyer, Megan, Linder, Anne-Laure, Atzemian, Myrto, Martinet, Catherine, Meuli, Natalina, Audrin, Catherine, de Chambrier, Anne-Françoise·2024·Educational Research Review
DOI 10.1016/j.edurev.2024.100615
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Abstract

Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies. The meta-analysis included 19 single-case experimental studies encompassing 67 participants with ID. We found a significant average effect size of shared text reading on the listening comprehension skills of students with ID (log response ratio [LRR] = 1.05, 95% CI [0.87, 1.24]) whether or not they needed alternative or augmentative communication systems to communicate effectively. We found no significant moderator, but instructional strategies backed up by sufficient solid evidence to be considered evidence-based could be identified, with clear implications for practice.

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Metadata

Authors
Sermier Dessemontet, R., Geyer, M., Linder, A.-L., Atzemian, M., Martinet, C., Meuli, N., Audrin, C., & de Chambrier, A.-F.
Affiliations
  • Haute École Pédagogique du Canton de Vaud (CH)
  • Université Lumière Lyon 2 (FR)
ORCID
Venue
Educational Research Review
Publisher
Elsevier BV
Published
2024-08
Volume
44
Pages
100615
ISSN
1747-938X (ISSN-L)
DOI
10.1016/j.edurev.2024.100615
OpenAlex
W4399555534
Cited by
17
References
4
Citations by year
2026: 7 · 2025: 8 · 2024: 2
FWCI
8.41
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Research Review (publishedVersion, cc-by)
  • HAL (submittedVersion, cc-by)
Funders
Swiss National Science Foundation (100019_192562)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Down syndrome and intellectual disability research
Keywords
intellectual disability, listening comprehension, reading instruction, teaching methods, augmentative and alternative communication, evidence-based practice

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