Cognitive and Language Abilities Associated With Reading in Intellectual Disability: A Systematic Review and Meta-Analysis

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-04-04 DOI:10.1177/07419325251328644

Karin Nilsson, Åsa Elwér, David Messer, Henrik Danielsson

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引用次数: 0

Abstract

Cognitive and language abilities influence literacy outcomes in individuals with intellectual disability (ID). The aim of this study was to investigate abilities associated with decoding and reading comprehension in individuals with ID with a systematic review and a correlational meta-analysis. A total of 26 studies with 27 samples and 1,137 participants were included in the meta-analysis. The results showed that reading comprehension was significantly related to decoding ( r = .63), vocabulary ( r = .51), listening comprehension ( r = .43), and IQ ( r = .32). Decoding was significantly related to phonological awareness ( r = .52), phonological short-term memory ( r = .46), rapid automatized naming ( r = −.44), vocabulary ( r = .34), chronological age ( r = .26), IQ ( r = .30), visual short-term memory ( r = .24), and executive-loaded working memory ( r = .32). Limitations connected to unexplained heterogeneity and study quality were found and discussed. This meta-analysis showed that variables identified in studies of typically developing children are relevant for individuals with ID indicating that theories about literacy could reasonably be applied to this population.

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.