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Scientific article
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A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability

Published inEducational research review, no. 26, p. 52-70
Publication date2019-02
Abstract

This meta-analysis examines the effects of phonics instruction on the decoding skills of students with intellectual disability using a random-effects model. Eight single-case experimental studies and six experimental or quasi-experimental group studies met the inclusion criteria, encom- passing a total of 297 participants with intellectual disability. The overall effect of phonics in- struction on the decoding skills of persons with intellectual disability was large: g = 1.42 (95% CI: 0.75, 2.10). Single-case studies yielded a larger average effect size (g = 1.94, 95% CI: 1.10, 2.78) than group studies (g = 0.41, 95% CI: 0.13, 0.69). Researcher-designed tests also yielded larger effect sizes than standardized tests. The type of interventionist was not a significant moderator. In the majority of the studies, phonics instruction was carried out using a systematic and direct instruction approach and a one-to-one format. Implications for practice and research are presented, and areas that require further investigation are identified.

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Citation (ISO format)
SERMIER DESSEMONTET, Rachel et al. A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. In: Educational research review, 2019, n° 26, p. 52–70. doi: 10.1016/j.edurev.2019.01.001
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ISSN of the journal1747-938X
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