For 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.

中文翻译：

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对中度和重度智力障碍学生的阅读干预综述


对于中度和重度智力障碍（ID）的学生，阅读教学重点是教授常见词。然而，研究支持将教学重点转向阅读技能，例如音素意识、拼读法和流利度。本系统文献综述的目的是重点关注中度和重度智力障碍学生完成的研究，讨论有针对性的阅读成分、使用的循证实践、干预措施的治疗强度，并衡量单案例研究中实现目标的进展。对 2000 年至 2022 年的数据库进行了检索，发现了 24 项符合纳入标准和质量指标的研究。结果表明，研究正在扩大，重点关注干预措施，包括针对这一人群的学生的各种阅读内容。