[No Longer Offered]
Date of Award
Pamela J. Mims
Thesis Professor Department
Educational Foundations and Special Education
The purpose of this review is to determine if particular instructional strategies, from a sufficient number of studies, are qualified as an evidence-based practice (EBP) for teaching text-based comprehension skills across content areas for students with intellectual disabilities (ID). This focused review will be added on to the previous review conducted by Mims et al. (in submission) where the search ended in 2018. Due to the time gap in the searched literature, the studies included within the Mims et al. study is no longer comprehensive. Therefore, this focused review of the literature will fill the gap of literature that was missing between 2018 to the present (i.e., April 2023). By combining these two literature reviews together, a much more thorough comprehensive review of the literature will be formed to demonstrate instructional strategies that qualify as an evidence-based practice for teaching text-based comprehension skills across core content areas to students with ID. The concentration within both reviews will ultimately provide guidance to educators on EBPs for instruction on text-based comprehension across content areas for students with ID, illustrate potential research gaps, and identify methods to strengthen research in the future.
East Tennessee State University
Honors Thesis - Open Access
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Combs, Abigail, "A Literature Review on Teaching Text Comprehension to Students with Intellectual Disabilities" (2023). Undergraduate Honors Theses. Paper 789. https://dc.etsu.edu/honors/789
Copyright by the authors.