Article Submitted: Reading interventions for children with intellectual disabilities (Protocol).

2014

Mary Beth Bruder
[email protected]
860-679-1500

Reading is one of the most important skills in our society that children need to master. Successful mastery leads to enhanced academic learning, long term success in school, and improved quality of life (Lyon, 1998; Snow, Burns, & Griffin, 1998; Stanovich, 1986). The importance of learning to read is reflected in the No Child Left Behind (NCLB) Act of 2001 (PL 107-110), which declared that teaching all children to read on grade level by the end of third grade was a national goal to be met through the use of evidence based reading practices. These practices are ones that teach students to make connections between the sounds in spoken language and the written letters used to represent these sounds. Key areas of instruction include phonological awareness, phonics, vocabulary, comprehension, and fluency (Adams, 1990; National Reading Panel, 2000; Partnership for Reading, 2001; Snow, et al., 1998).

children, intellectual disabilities, reading interventions, systematic review

Peer-reviewed publications in scholarly journals submitted

Professionals, Students

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