Data of a meta analytical review on instructional strategies used in shared text reading for students with intellectual disability.

The data provided was collected in the context of a meta analytical review entitled: “Effects of Shared Text Reading for Students With Intellectual Disability: A Meta-analytical Review of Instructional Strategies”conducted by R. Sermier Dessemontet, M. Geyer, A-L. Linder, M. Atzemian, C. Martinet, N. Meuli, C. Audrin, and A-F. de Chambrier, and published in the journal “Educational Research Review”.. The objective of the meta-analytical review was to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies to teach these students listening comprehension. 22 single-case experimental studies were included in this meta-analysis. Data from each participant in each study was extracted and transformed into percentages of independent correct responses. Effect size estimates were performed based on these percentages.

The shared data contains the following: raw data from each participant used for effect size estimate calculations, a table presenting effect size estimates and moderator-coding for each participant in each study, and the statistical analysis script. A pdf describing meta-data (meta-data_meta-analysis.pdf) is also provided for more information on each available document and describes data.