ABSTRACT

A systematic literature review was conducted to determine the effects of reading comprehension instruction beyond vocabulary instruction for students with intellectual disabilities. Database and ancestral searches from 2000 to 2018 were conducted to identify experimental and quasi-experimental studies that were published in peer-reviewed journals. The studies had to consist of implementing reading comprehension instruction beyond just vocabulary instruction to students with intellectual disabilities. The studies also had to include an assessment of reading comprehension performance as an outcome measure. Twenty-two studies published between 2000 and 2018 in peer-reviewed journals were identified. Across the studies, reading comprehension instruction varied and outcome measures were assessed in a multitude of ways across studies. Studies revealed that various types of reading comprehension instruction helped students with intellectual disabilities improve their reading comprehension performance. In particular, instructional delivery practices that involved teaching students with ID to comprehend text through modelling, guided practice opportunities, and corrective feedback appeared to have the greatest impact on improving this population’s reading comprehension performance. Discussion about the findings including limitations and directions for future research are presented.

摘要

进行了系统的文献回顾以确定阅读理解教学对智障学生的影响。进行了 2000 年至 2018 年的数据库和祖先搜索，以确定发表在同行评审期刊上的实验和准实验研究。这些研究必须包括实施阅读理解教学，而不仅仅是对智障学生的词汇教学。这些研究还必须包括对阅读理解能力的评估作为结果测量。确定了 2000 年至 2018 年间在同行评审期刊上发表的 22 项研究。在这些研究中，阅读理解教学各不相同，结果测量在研究中以多种方式进行评估。研究表明，各种类型的阅读理解教学有助于智障学生提高阅读理解能力。特别是，涉及通过建模、指导练习机会和纠正反馈教智障学生理解文本的教学实践似乎对提高该人群的阅读理解能力具有最大影响。介绍了有关研究结果的讨论，包括局限性和未来研究的方向。指导练习机会和纠正反馈似乎对提高该人群的阅读理解能力具有最大影响。介绍了有关研究结果的讨论，包括局限性和未来研究的方向。指导练习机会和纠正反馈似乎对提高该人群的阅读理解能力具有最大影响。介绍了有关研究结果的讨论，包括局限性和未来研究的方向。