Sermier Dessemontet, RachelRachelSermier DessemontetGeyer, MeganMeganGeyerLinder, Anne-LaureAnne-LaureLinderAtzemian, MyrtoMyrtoAtzemianMartinet, CatherineCatherineMartinetMeuli, NatalinaNatalinaMeuliAudrin, CatherineCatherineAudrinde Chambrier, Anne-FrançoiseAnne-Françoisede Chambrier2024-10-112024-10-1120241747-938Xhttp://hdl.handle.net/20.500.12162/7814Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills of students with ID and to identify efficient instructional strategies. The meta-analysis included 19 single-case experimental studies encompassing 67 participants with ID. We found a significant average effect size of shared text reading on the listening comprehension skills of students with ID (log response ratio [LRR] = 1.05, 95% CI [0.87, 1.24]) whether or not they needed alternative or augmentative communication systems to communicate effectively. We found no significant moderator, but instructional strategies backed up by sufficient solid evidence to be considered evidence-based could be identified, with clear implications for practice.enType de référence::Article dans une revue scientifique10.1016/j.edurev.2024.1006151878-0385