Data of an RCT study on the effects of a phonics-based intervention on the reading skills of students with intellectual disability

In a first step, we conducted a study that aimed to describe special education teachers’ current reading instruction practices in self-contained classrooms for elementary school students with intellectual disability, as well as to identify the main ressources and obstacles that they face. In a second step, we created a research-based phonics-based reading program in French to help these teachers to teach reading skills to their students more effectively. We pre-tested this reading program in four classrooms, and improved it thanks to the feedbacks of the teachers that implemented it during several months and the researchers' observations of lessons. In a third step, we conducted a study with pre-test and post-test and random allocation of the participants in a treatment group and control group to assess the effect of our phonics-based reading program on the reading skills of students with intellectual disability.