Teaching Reading for Students with Intellectual Disabilities: A Systematic Review

Abstract

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are in need to receive very intense practice and instruction to improve their reading skills, and it should be provided explicitly, systematically, and consistently. Recommendations for future studies are discussed.