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Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special educators to monitor students’ progress and determine the need for instructional adaptations. Jenkins and colleagues examined the accuracy and timeliness of six different schedules of CBM progress monitoring (PM). The authors found that weekly and intermittent PM schedules were similarly accurate and timely. This study replicated and extended the work of Jenkins and colleagues by examining the accuracy and timeliness of different PM schedules for 51 students with disabilities. Results indicated that the accuracy and timeliness of the PM schedules for the current sample was poorer than the accuracy and timeliness reported by Jenkins and colleagues. In line with the results of the original study, however, these results indicated that intermittent PM schedules sufficiently predicted student true growth compared to weekly PM schedule. Implications for research and practice are discussed.

We trained a public school teacher to conduct a trial-based functional analysis (FA) in her self-contained classroom during school hours with other children present. Using FA data as baseline, we validated our intervention by tracking changes in response latencies from the onset of relevant establis

Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4–19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward and forward searches, and contacted experts in the field. Based on predefined criteria, nine studies were included in the systematic review, and seven were included in the meta-analysis. The reading interventions included decoding strategies, often combined with sight-word and supplemental instructions appropriate to the participants’ adaptive and cognitive skills. None of the studies aimed to increase writing skills. The overall mean effect size from the reading interventions for trained reading was large (g = 0.95, 95% CI = [0.51, 1.38]), for transfer reading small-to-moderate (g = 0.49, 95% CI = [0.20, 0.78]) and for transfer writing small (g = 0.04, 95% CI = [−0.36, 0.44]). Students with disorders of ID can benefit from reading interventions combining decoding strategies and sight word reading. There is a need for RCT and QED studies investigating writing interventions for students with disorders of ID only.

The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to account for the latent variable representation of constructs, and the complex nesting and cross-classification structure of the data. Students in the reading intervention plus mindset condition significantly outperformed the business as usual condition on nonword reading ( d = 0.35) as did students in the reading intervention condition ( d = 0.20), who also outperformed the business as usual condition on phonological processing ( d = 0.28). There were no significant differences among students in the three conditions on nonword reading, word reading, phonological processing, reading comprehension, or growth mindset. Initial reading achievement, mindset, and problem behavior did not generally moderate these findings.

BACKGROUND: Historically, students with intellectual disability were not expected to learn to read, and thus were excluded from reading instruction. Over the past decades, societal expectations for this group of learners have changed in that children and adolescents with intellectual disability are now expected to be provided with, and benefit from, literacy instruction. This shift in societal expectations has also led to an increase in research examining effective interventions for increasing beginning reading skills for students with intellectual disability. OBJECTIVES: To assess the effectiveness of interventions for teaching beginning reading skills to children and adolescents with intellectual disability. SEARCH METHODS: We searched the following electronic databases up to October 2019: CENTRAL; MEDLINE, including Epub Ahead of Print and In‐Process and Other Non‐Indexed Citations, Embase, 13 other databases, and two trials registers. We contacted authors of included studies, examined reference lists, and used Google Scholar to search for additional studies. SELECTION CRITERIA: We included randomized controlled trials (including trials that use quasi‐random methods of allocation such as date of birth), involving children and adolescents with intellectual disability (defined as an intelligence quotient (IQ) two standard deviations or more below the population mean) between the ages of 4 and 21 years, that evaluated the efficacy of a beginning reading intervention compared to a control intervention, including no treatment control, wait‐list control, treatment as usual, attention control, or alternate non‐reading instruction control. DATA COLLECTION AND ANALYSIS: Two review authors independently screened titles and abstracts yielded by the search against the inclusion criteria, and extracted data from each trial using a piloted data extraction form to collect information about the population, intervention, randomization methods, blinding, sample size, outcome measures, follow‐up duration, attrition and handling of missing data, and methods of analysis. When data were missing, one review author contacted the study authors to request additional information. Two review authors assessed the risk of bias of each included study and rated the quality of the evidence using the GRADE approach (a systematic method for rating the certainty of evidence in meta‐analyses). We conducted random‐effect meta‐analyses, with inverse‐variance weighting to combine effect sizes for each of our primary and secondary outcomes. We presented effect sizes as standardized mean differences (SMD) with 95% confidence intervals (CI). MAIN RESULTS: We identified seven studies involving 352 children and adolescents with intellectual disabilities that met the inclusion criteria. All studies provided the intervention in school settings. Four studies were conducted in the USA, one in Canada, and two in the UK. Three studies were funded by grants from the US Department of Education, Institute of Education Sciences; one study by the Canadian Language and Literacy Research Network and the Nova Scotia Health Research Foundation; and three studies did not indicate a funding source. We identified some concerns with risk of bias, mainly due to the difficulty of blinding of participants and personnel, and the lack of blinding of outcome assessors. Meta‐analyses of the data demonstrated small‐to‐moderate effects of beginning reading interventions delivered to children and adolescents with intellectual disability across four dependent variables. We found medium effect sizes in favor of the beginning reading interventions for the primary outcomes of phonologic awareness (SMD 0.55, 95% CI 0.23 to 0.86; 4 studies, 178 participants; moderate‐quality evidence), word reading (SMD 0.54, 95% CI 0.05 to 1.03; 5 studies, 220 participants; moderate‐quality evidence), and decoding (SMD 0.40, 95% CI 0.12 to 0.67; 5 studies, 230 participants; low‐quality evidence). The studies reported no adverse events. We also found a moderate effect for the secondary outcomes of oral reading fluency (SMD 0.65, 95% CI –0.12 to 1.42; 2 studies, 84 participants; low‐quality evidence) and language skills (SMD 0.28, 95% CI 0.03 to 0.54; 3 studies, 222 participants; moderate‐quality evidence). AUTHORS' CONCLUSIONS: Results from this review provide evidence that beginning reading interventions that include elements of phonologic awareness, letter sound instruction, and decoding, delivered to children and adolescents with intellectual disability, are associated with small‐to‐moderate improvements in phonologic awareness, word reading, decoding, expressive and receptive language, and oral reading fluency. These findings are aligned with previously conducted studies that examined the effects of reading interventions for people without intellectual disability.

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed.

Practitioners are increasingly expected to provide reading instruction to students with intellectual disabilities to help them become literate. Whereas explicit, systematic reading instruction is effective at preventing reading difficulties for most young children, its effectiveness for children with intellectual disabilities remains unclear. The study's purpose was to explore this issue by identifying important child characteristics predictive of differential growth in targeted reading skills in response to a reading intervention that targeted phonological awareness, letter sound knowledge, and reading of decodable, sight, and nonsense words. One-on-one instruction was provided to 24 children with Down syndrome between the ages of 7 and 16 years. Results indicate that a majority of children demonstrated statistically significant growth on letter sounds, taught sight words, and decodable words. Children with Down syndrome who entered the study with more advanced word identification skills made greater gains in decodable word reading; those with more advanced phoneme segmentation skills made greater gains in nonsense word reading. Overall, findings suggest that incorporating elements of explicit, systematic reading instruction into interventions for children with Down syndrome may be beneficial for many. [Note: Christopher Lemons discusses the research presented in this article in a podcast at the “Voice of Literacy”: http:www.voiceofliteracy.orgposts38301.] تزداد التوقعات من الممارسين ليوفروا تعليم القراءة للطلاب المعوقين ذهنيا لمساعدتهم في أن يتعلموا القراءة والكتابة. ومع أن التعليم المباشر والمنتظم هو فعال للحيلولة دون الصعوبات القرائية لمعظم الصغار فإن فعاليته مع الصغار المصابين بتعوقات ذهنية تتبقى غامضة. إن غرض هذه الدراسة كان لفحص هذه القضية من خلال تعيين خصائص الولد المهمة المتكهنة للتنمية المتفاوتة في مهارات القراءة المستهدفة في ردود الأفعال لتدخل القراءة الذي ركز على الوعي الصوتي ومعرفة صوت الحرف وقراءة الكلمات المفككة والمفهومة بنظرة واحدة والفارغة المعنى. لذا تم توفير التعليم وجها لوجه لـ24 ولدا مصابا بمتلازمة داون بين السابعة إلى السادسة عشر من عمرهم. وتشير النتائج إلى أن أغلبية الأولاد أظهروا تقدما ذا شأن من حيث الإحصائيات بالنسبة لأصوات الحروف والكلمات المتعلمة بنظرة واحدة والكلمات المفككة. والأولاد المصابون بمتلازمة داون الذين دخلوا الدراسة ولديهم مهارات متقدمة من حيث تعريف الكلمة حققوا أكثر تقدم في قراءة الكلام الصالح للتفكيك والذين يتمتعون بتقدم في مهارات التقسيم الصوتي حققوا أكثر تقدم في قراءة الكلمات الفارغة المعنى. وإجماليا تقترح النتائح أن إدماج العناصر من تعليم القرءاة المباشر والمنتظم في التدخلات للأولاد المصابين بمتلازمة داون قد تفيد الكثير. [Podcast: http:www.voiceofliteracy.orgposts38301.] 从业人员日益被期望能为智障学生提供阅读教学，发展他们读写能力。明示的、系统性的阅读教学对大部分年幼学童来说，能有效地预防阅读上的困难，但对于智障童来说，其成效尚未明确。本研究旨在通过识别重要的学童特性去探究上述问题。这些学童特性可预测学童在一项阅读技巧干预教学中的个别成绩差异。该项干预教学针对施教语音意识、字母读音知识，以及可解码字词的阅读、常用字词的阅读及没有意义字词的阅读。教师为24名7至16岁患有唐氏综合症的学童提供一对一的阅读教学。研究结果显示，大部分的学童在字母读音、已教授过的常用字词及可解码的字词阅读能力方面，均有显著增长。那些在参加本研究前已具有较高级单词识别技巧的唐氏综合症学童，在阅读可解码的字词方面有较大的进步；而那些具有较高级音素分割技能的，则在阅读没有意义的字词方面有较大的进步。整体而言，本研究结果表明，把明示的、系统性的阅读教学元素融入唐氏综合症学童的干预教学中，很多这些学童便会获得裨益。 [Podcast: http:www.voiceofliteracy.orgposts38301.] On demande de plus en plus aux praticiens de fournir un enseignement de la lecture a des eleves deficients intellectuels pour les aider a savoir lire-ecrire. Alors qu'un enseignement explicite et systematique de la lecture est efficace pour empecher des difficultes de lecture pour la plupart des jeunes enfants, il n'est pas clair qu'il soit efficace pour des enfants deficients intellectuels. Le but de cette etude est d'explorer cette question en identifiant les caracteristiques enfantines importantes qui permettent de predire des differences de progres dans des habiletes de lecture bien definies a la suite d'une intervention en lecture concernant la conscience phonologique, la connaissance du son des lettres, et la lecture de mots decodables, isoles, et sans signification. On a fourni un enseignement individuel a 24 enfants de 7 a 16 ans presentant le syndrome de Down. Les resultats montrent que la majorite d'enfants ont progresse de facon statistiquement significative sur les sons des lettres, les mots isoles, et les mots decodables. Les enfants presentant un syndrome de Down et qui etaient plus avances dans l'identification de mots au debut de l'etude ont fait plus de progres dans le decodage des mots; ceux qui etaient plus avances dans la segmentation phonemique ont progresse davantage dans la lecture de mots sans signification. De maniere generale, les resultats montrent qu'incorporer des elements d'enseignement explicite et systematique de lecture dans une intervention avec des enfants presentant un syndrome de Down peut etre benefique a beaucoup d'entre eux. [Podcast: http:www.voiceofliteracy.orgposts38301.] Все чаще учителям-практикам приходится развивать грамотность у детей с различными умственными отклонениями и обучать их чтению. Прямое систематическое обучение большинства детей в раннем возрасте вполне эффективно и способно предотвратить возникающие трудности, однако пока неясно, насколько эффективен этот подход для детей с интеллектуальными отклонениями. Цель данного исследования состояла в том, чтобы исследовать проблему, определив те важные характеристики детей, которые дают возможность прогнозировать их возможный прогресс по тем или иным навыкам чтения в ответ на “обучающее вмешательство”, нацеленное на фонологическое понимание, учит соотносить звуки и буквы и читать логически декодируемые и визуально воспринимаемые слова, а также слова-бессмыслицы. Двадцать четыре ребенка с синдромом Дауна в возрасте от 7 до 16 лет прошли индивидуальное обучение у специалиста по развитию грамотности. Большинство детей продемонстрировали статистически существенный рост навыков соотнесения звуков и букв, визуального распознавания и декодирования слов. Дети с синдромом Дауна, которые начали эксперимент, имея более продвинутые навыки идентификации слов, преуспели в смысловом декодировании, а дети, имевшие более продвинутые навыки сегментации фонем, хорошо научились читать слова-бессмыслицы. В целом, полученные результаты свидетельствуют о том, что использование прямого систематического обучения чтению при работе с детьми с синдромом Дауна для многих из них может быть очень полезно. [Podcast: http:www.voiceofliteracy.orgposts38301.] Se espera cada vez mas que los instructores ensenen a leer a estudiantes con discapacidades intelectuales para ayudarles a ser competentes. Aunque la instruccion explicita y sistematica funciona con la mayoria de los estudiantes jovenes, no se sabe con certeza si funciona tan bien para ninos con discapacidades intelectuales. El proposito de este estudio es explorar este tema identificando caracteristicas infantiles importantes que pueden predecir el crecimiento diferencial de destrezas especificas de lectura que surgieron como resultado de una intervencion enfocada en la conciencia fonologica, el conocimiento del sonido de las letras, y la lectura de palabras descifrables, palabras sin sentido y palabras que se pueden leer a primera vista. Se les dio instruccion a 24 ninos entre las edades de 7 y 16 anos con sindrome de Downs. Los resultados indican que la mayoria de los jovenes aumentaron su conocimiento de los sonidos de las letras, de las palabras que se pueden leer a primera vista y de las palabras descifrables. Los jovenes con sindrome de Downs que empezaron el programa mas avanzados en su habilidad de identificar palabras lograron avanzar aun mas en su lectura de palabras descifrables; los mas avanzados en la destreza de reconocer fonemas lograron avanzar mas en la lectura de palabras sin sentido. En terminos generales, los resultados sugieren que incorporar elementos de instruccion explicita y sistematica en las intervenciones con jovenes con sindrome de Downs puede beneficiar a muchos. [Podcast: http:www.voiceofliteracy.orgposts38301.]