000			01323nam a2200133 4500
008			250802b |||||||| |||| 00| 0 eng d
100			_aAlice N. Williams, PhD, CCC-SLP
245			_aA Review of Reading Interventions for Students With Moderate and Severe Intellectual Disabilities
300			_app26-37
520			_aFor students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with students with moderate and severe ID, discuss the reading components targeted, evidence-based practices used, treatment intensity of interventions, and measure progress toward the goal in single-case studies. Database searches from 2000 to 2022 were conducted, finding 24 studies that met inclusion criteria and quality indicators. The results indicate that research is expanding to focus on interventions including a variety of reading components for students in this population.
654			_areading _areading intervetion _aliteracy _aintellectual disabillities
773	0		_0125279 _9112976 _dNew Delhi _tJournal of Special Education _x0022-4669
942			_cJA
999			_c132303 _d132303