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This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panel's components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population.
Browder et al. (Sat,) studied this question.