MATERIAL FRAMEWORKS AND INTERVENTIONS ENHANCING READING SKILLS IN STUDENTS WITH LEARNING DISABILITIES: A SYSTEMATIC REVIEW

Abstract

This systematic literature review examines the characteristics of effective frameworks and intervention strategies designed to enhance reading skills among students with learning disabilities. Drawing on eight empirical studies published between 2015 and 2025, the review identifies four core framework features: structured design, technology integration, foundational skill development, and culturally responsive approaches. Guided by the PRISMA 2020 protocol, the analysis highlights mediating factors—teacher mediation, implementation fidelity, and contextual adaptation—as critical to intervention success. Equity-related considerations, including early identification, inclusive practices, and resource access, are shown to reduce marginalization and foster engagement. Reported outcomes include improvements in decoding, fluency, comprehension, motivation, and learner confidence. The findings underscore the importance of adaptable, context-sensitive frameworks that integrate academic and affective dimensions of literacy. Effective interventions combine multi-tiered instructional models, technology-enhanced scaffolds, and culturally relevant materials to promote inclusive and sustainable literacy development. The review concludes with recommendations for future research, emphasizing the need for comparative and longitudinal studies, deeper exploration of contextual adaptations, and enhanced teacher training to support equitable literacy instruction.