Use systematic, direct phonics instruction delivered one-to-one when teaching decoding to students with intellectual disability¶

Strategy · All strategies
Evidence · 4 claims (2 for, 2 mixed) · 1 study (1 quant-synthesis), q4 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article's implications for practice rest on its finding that phonics instruction improves decoding for students with intellectual disability, with most effective studies using "a systematic and direct instruction approach and a one-to-one format". Practitioners should implement phonics instruction explicitly and systematically, in individualized sessions, targeting decoding skills.

Design Implications¶

Context¶

Requirements¶

• Explicit, systematic phonics instruction sequences
• Opportunity for one-to-one instructional delivery

Constraints¶

• Evidence base comprises 14 studies of students with intellectual disability; generalization to other populations is not established by this meta-analysis

Target Learners¶

• Students with intellectual disability

Target Learning Goals¶

• Decoding skills
• Word reading

Claims¶

• Type of interventionist was not a significant moderator of phonics instruction effects on decoding for students with intellectual disability [+W]
• Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42) [+W]
• Researcher-designed decoding tests yielded larger effect sizes than standardized tests in studies of phonics instruction for students with intellectual disability [~W]
• Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis [~W]

Related Strategies¶

• Explicit Instruction: Decoding
• Systematic Synthetic Phonics
• Explicit Systematic Phonics Instruction
• Direct Instruction Phonics
• Multisensory Phonics Instruction
• Orton Gillingham Approach

Examples¶

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Key Sources¶

• Sermier Dessemontet, Rachel; Martinet, Catherine; de Chambrier, Anne-Françoise; Martini-Willemin, Britt-Marie; Audrin, Catherine. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. Educational research review, no. 26, p. 52-70. https://doi.org/10.1016/j.edurev.2019.01.001