English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Reading and writing are basic skills that favor the integral development of children, adolescents and adults in various fields such as personal, social and educational, and throughout their lives. This study aims to analyze recent research upon the development of the reading skill in students with intellectual disabilities, because reading is a basic skill within the communicative competence as the key to the development for other learning. To develop this, a bibliographic review was carried out concentrating on the different interventions focused on learning to read. A total of 20 scientific articles were selected, extracted from three databases: SCOPUS, ERIC and WOS. The keywords for the search were: intervention AND reading AND intellectual disability AND school, in English and Spanish. After the analysis of the studies, it was concluded that the interventions that have obtained the best results were those characterized by carrying out a structured and simple instruction, with a duration longer than a school year, and with the support of professionals, colleagues, family and instruments adapted to their characteristics and needs. In addition, these interventions achieved the development of personal skills, such as autonomy, and social skills, such as communication and teamwork, so necessary for life in society.

Intervenciones para el aprendizaje de la lectura en alumnado con discapacidad inte-lectual: un estudio bibliográfico