Trial reportAmerican journal of speech-language pathology2025
Functional Reading Activities to Motivate and Empower for Young Adults With Intellectual or Developmental Disabilities: A Randomized Pilot Trial.
Trial report in American journal of speech-language pathology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Functional Reading Activities to Motivate and Empower: Maintenance of Reading Outcomes for Young Adults With Intellectual and Developmental Disabilities Following a Randomized Controlled Trial.American journal of speech-language pathology · 2026Trial
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
purposeReading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized clinical trial tested the effects of a functional literacy intervention in young adults with intellectual and/or developmental disabilities (IDDs).
methodParticipants included 44 young adults with IDD between 18 and 26 years old. Participants were randomly assigned to the Functional Reading Activities to Motivate and Empower (FRAME) treatment group or a "business-as-usual" control group. Participants participated in 24 twice-weekly sessions in which they were taught reading comprehension strategies in the context of functional text stimuli or activities of daily living that require reading (e.g., text messages, e-mails). The primary outcome measure was the number of reading comprehension strategies used. Secondary outcomes included (a) multiple-choice comprehension questions, (b) text message response, (c) e-mail response, (d) summarization, and (e) verbal responses to functional text samples.
resultsYoung adults with IDD in the treatment group made statistically significant gains in use of reading comprehension strategies (
conclusionsThis study provides preliminary support for the short-term effects of the FRAME intervention for young adults with IDD, with particular emphasis on explicit reading comprehension strategy instruction within a functional context. Therapeutic services typically end during the transition period for young adults with disabilities. However, it is essential that evidence-based literacy supports are available as this is a skill that continues to develop throughout the lifespan and has the potential to transform an individual's transition to adulthood and independence. Future research should include a larger clinical trial and evaluate mediators of intervention effects.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.