A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review meta-analysis investigated effects writing interventions students aged 4–19 ID using randomized controlled trials (RCTs) quasi-experimental designs (QEDs). We conducted electronic searches relevant databases, backward forward searches, contacted experts field. Based on predefined criteria, nine studies were included review, seven meta-analysis. The decoding strategies, often combined sight-word supplemental instructions appropriate to participants’ adaptive cognitive skills. None aimed increase overall mean effect size from trained was large (g = 0.95, 95% CI [0.51, 1.38]), transfer small-to-moderate 0.49, [0.20, 0.78]) small 0.04, [−0.36, 0.44]). can benefit combining strategies sight word reading. There is a RCT QED investigating only.