Authors
Mohammed A Aljufayr, Abdulrahman S Alsultan, Abdulaziz M Alasmari
Published in
PloS one. Volume 21. Issue 11. Pages e0362550. Epub Nov 12, 2026.
Abstract
Students with learning disabilities (LD) often struggle with reading skills, increasing the need for interventions that enhance their reading outcomes. Self-determination (SD) interventions can develop reading skills for students in all grade levels, but previous reviews of SD intervention studies have focused on elementary school students. This systematic review investigated the effects of SD interventions on reading outcomes for middle and high school students with LD.
Seventeenth studies published between 1982 and 2025 in scholarly journals were reviewed, examining participant demographics, settings, designs, intervention procedures, dependent variables, interobserver agreement, procedural fidelity, social validity, maintenance, generalization, intervention effects, and quality.
The findings indicated that reading outcomes for middle and high school students with LD improved when using SD interventions. Limitations, implications for practice, and recommendations for future research are also discussed.
The findings suggest that SD interventions represent practical, low-cost, and easily implemented strategies for improving reading outcomes among secondary students with LD; however, increased professional development and systematic teacher training are essential to support effective and widespread implementation in school settings.
PMID:
43019381
Bibliographic data and abstract were imported from PubMed on 13 Nov 2026.
Read full publication at:
Please sign in
to see all details.
Advertisement
Stats
- Recommendations n/a n/a positive of 0 vote(s)
- Views 2
- Comments 0