Abstract
The purpose of this literature review was to examine the characteristics and effectiveness of reading comprehension interventions 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 effective strategies and materials used to teach reading comprehension skills to students with ID. Limitations along with implications for future research were provided.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
