Intervention Strategies For Students With Specific Learning Disabilities: A Systematic Literature Review

Abstract

Evidence-based intervention strategies are effective in education because they are grounded in empirical research and have been shown to address the challenges faced by students in general, and students with disabilities in particular. These strategies aim to enhance academic, behavioral, social, and emotional outcomes while ensuring that interventions are specifically designed and effective.
In this systematic review of the literature spanning 1990 to 2024, the use of intervention strategies (self-strategy instruction, collaborative strategic reading, and peer-assisted learning) to improve reading outcomes for students with specific learning disabilities was evaluated. Ten studies met the inclusion criteria and were assessed according to the relevant What Works Clearinghouse (WWC) design standards. The research designs used included quasi-experimental design, comparative research design, A-B design, control group design, single-case design, and multiple baseline design.
The findings involving CSR, self-instruction, and peer-assisted learning strategies were shown to be beneficial for students with SLD. The study highlights several key areas for future research, including treatment variables, sample characteristics, and instructional strategies in inclusive classrooms, to better align with higher expectations for the effective integration of reading. Future research should explore the effectiveness of integrated reading interventions for students with academic challenges related to various disabilities.