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dc.contributor.authorBakken, Randi Karine
dc.contributor.authorNæss, Kari-Anne Bottegård
dc.contributor.authorLemons, Christopher J.
dc.contributor.authorHjetland, Hanne Næss
dc.date.accessioned2021-11-29T11:02:37Z
dc.date.available2021-11-29T11:02:37Z
dc.date.created2021-11-17T19:52:08Z
dc.date.issued2021
dc.identifier.citationBakken, R. K., Næss, K.-A. B., Lemons, C. J. & Hjetland, H. N. (2021). A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development. Education Sciences, 11(10). Artikkel 638.en_US
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/11250/2831876
dc.description.abstractStudents 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.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleA systematic review and meta-analysis of reading and writing interventions for students with disorders of intellectual developmenten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 by the authors.en_US
dc.source.volume11en_US
dc.source.journalEducation Sciencesen_US
dc.source.issue10en_US
dc.identifier.doihttps://doi.org/10.3390/educsci11100638
dc.identifier.cristin1955705
dc.source.articlenumber638en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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