Reading comprehension interventions for students with intellectual disability: A systematic literature review
Künye
Afacan, K. (2020). Reading comprehension interventions for students with intellectual disability: A systematic literature review. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(4), 821-848. doi: 10.21565/ozelegitimdergisi.557692Özet
The purpose of this literature review was to examine the characteristics of reading comprehension interventions
implemented for students with intellectual disability (ID). Electronic databases were searched to identify reading
comprehension studies published between 2006 and 2019. A total of 13 emprical studies fit the inclusion criteria.
109 students with ID participated in the studies. Results showed that students with ID were able to develop
effective reading comprehension skills after interventions. This literature review highlights strategies and materials
used to teach reading comprehension skills to students with ID. Limitations along with implications for future
research were provided.