Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies
Rachel Sermier Dessemontet, Megan Geyer, Anne-Laure Linder, Myrto Atzemian, Catherine Martinet, Natalina Meuli, Catherine Audrin, Anne-Françoise de Chambrier
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.