A systematic review: reading comprehension intervention for students with learning disability

Abstract

Many interventions has been done on improving learning disability (LD) students’ reading comprehension but systematic review study are still less explored. Hence, the researcher decided to conduct a systematic review to identify type of instruction used by the past researcher. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used as a methodology in conducting this systematic review. 60 articles from year 2009 until 2019 were retrieved from five databases. After screening process, total 9 articles were chosen to include in this systematic review. The results from this study showed that most studies using experimental design in conducting intervention. This study also revealed that read aloud, read naturally program and multisyllabic program were frequently used types of intervention. Implications for this study is it will give an insight for future researcher in conducting effective intervention studies for students with learning disability by choosing the reliable intervention technique.