This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.

该系统的文献综述更新并扩展了Hudson and Test 2011年关于共享阅读的文学综述的发现，共享阅读是一种互动式朗读练习，旨在为有广泛支持需求（ESN）的学生提高识字能力。根据研究的读写技能，干预方法，使用的材料，干预者以及对ESN学生进行共享阅读评估的环境，评估和描述了32项共享阅读研究。分析每个纳入研究的质量，并使用系统的过程进行研究证据水平的评估。结果表明，有中等水平的共享阅读证据可以帮助ESN学生提高理解力，词汇量和新兴的识字能力。