The Effects of Daily Reading Opportunities and Teacher Experience on Adolescents with Moderate to Severe Intellectual Disability study sought to determine if students with moderate to severe intellectual disabilities could improve their emergent reading skills when given daily access to age- and ability-appropriate books. The study also examined if students made more improvement when the books were used by teachers who were familiar with comprehensive literacy instruction. The results showed that adolescents made significant gains from daily access to the books. The quality age-appropriate texts seemed necessary for student achievement.

To learn more about this study and implications for the literacy potential of adolescents with severe disabilities, read the full report.