Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies. The meta-analysis included 19 single-case experimental studies encompassing 67 participants with ID. We found a significant average effect size of shared text reading on the listening comprehension skills of students with ID (log response ratio [] = 1.05, 95% CI [0.87, 1.24]) whether or not they needed alternative or augmentative communication systems to communicate effectively. We found no significant moderator, but instructional strategies backed up by sufficient solid evidence to be considered evidence-based could be identified, with clear implications for practice.

中文翻译：

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共享文本阅读对智力障碍学生的影响：教学策略的荟萃分析回顾


尽管听力理解技能是学习阅读的重要组成部分，但智力障碍 (ID) 学生的听力理解技能往往受到阻碍。越来越多的研究表明，可以通过共享文本阅读干预措施来增强它们。在当前的多层次荟萃分析中，我们旨在衡量共享文本阅读对智力障碍学生听力理解技能的影响，并确定有效的教学策略。荟萃分析包括 19 项单例实验研究，涉及 67 名患有智力障碍的参与者。我们发现，共享文本阅读对智力障碍学生的听力理解技能有显着的平均影响大小（对数响应比 [] = 1.05，95% CI [0.87，1.24]），无论他们是否需要替代或增强通信系统进行交流有效地。我们发现没有重要的调节因素，但可以确定有足够确凿证据支持的教学策略，被认为是基于证据的，对实践具有明确的影响。