Promoting reading for pupils with intellectual disabilities
What does effective reading support for students with intellectual disabilities (ID) look like? We would like to explore this question. Previous studies show that a significant proportion of students with IB can learn to read in writing, provided they receive reading support that is tailored to their learning requirements. We are investigating which support strategies have been proven to be effective and are testing the effectiveness of phonics-based reading support programs ourselves with experimental case studies. An overarching goal is therefore the identification of evidence-based support strategies. The knowledge gained in this way should help teachers to select suitable support strategies. After all, if pupils with IB receive evidence-based support, they are more likely to learn to read successfully.