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Torgesen, J. K. (2004). Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read.

has been cited by the following article:

• TITLE: Enhancing Literacy Outcomes for Students with Disabilities through Evidence-Based Instructional Strategies: An Integrative Review

  AUTHORS: Damilola Tosin Oludare, Olaitan Eunice Akinrinola

  KEYWORDS: Literacy, Students with Disabilities, Evidence-Based Instruction, Explicit Instruction, Multisensory Teaching, Assistive Technology, Scaffolded Reading, Special Education

  JOURNAL NAME: Voice of the Publisher, Vol.12 No.2, June 4, 2026

  ABSTRACT: Students with disabilities continue to face literacy gaps that limit their academic participation and long-term outcomes. This integrative review examines peer-reviewed research and systematic reviews published between 2000 and 2024, drawing from databases including ERIC, PsycINFO, and Google Scholar. The review covers four evidence-based instructional strategies that have shown consistent results across student populations: explicit instruction, multisensory teaching, assistive technology integration, and scaffolded reading. Findings show that when these strategies are applied with fidelity and adapted to individual learner needs, students with reading disabilities, learning disabilities, and language-based disorders show measurable gains in decoding, fluency, comprehension, and written expression. The review also examines implementation factors (including teacher training, co-teaching models, individualized education program alignment, and family involvement) that either support or limit the transfer of evidence-based practices into real classrooms. Gaps in the literature remain, particularly around long-term outcomes, English language learners with disabilities, and the emerging role of AI-based literacy tools. This review offers concrete recommendations for classroom teachers and directions for future research.