Shared Reading as a Literacy Intervention for Students With Significant Support Needs

• In Event: AERA Poster Session 3
  In Poster Session: Concepts and Considerations in Literacy Education

Abstract

This systematic literature review investigates an instructional strategy called shared reading as a literacy intervention for students with significant disabilities. Shared reading was identified as an evidence-based practice for this population in 2011, however, no research had been conducted in inclusive general education settings at that time. As literacy instruction for students with significant disabilities and inclusive education have become a growing area of research, it is necessary to synthesize the current knowledge base on shared reading. The strength of evidence supporting the efficacy of shared reading as an intervention to support literacy skill development for students with significant disabilities is identified and common characteristics of the intervention and outcomes are outlined. Recommendations for future research and practice are presented.

Authors

• Samantha Gross Toews, California State University - Northridge

• Jessica Ann McQueston, North Dakota State University