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Teachers require interventions for students with intellectual disability (ID) that are simple, efficient, and can be implemented in the classroom versus interventions requiring isolation. The purpose of this review was to update the prior review by Joseph & Seery (2004) and to serve as a resource for parents, practitioners and researchers interested in the reading education of students with ID. Studies that focused on implementation of phonics based reading interventions to students with IDdoi:10.11114/jets.v4i5.1472 fatcat:sjmv4xnxljbxxcfffaf4bmlw3u