Remarks y Beginning-to-read interventions include elements of phonological awareness, letter-sound instruction and decoding. y Evidence supports delivery of beginning-to-read intervention in school settings by specialists (special education teachers/researchers) and non-specialists (teacher assistants). Beginning-to-read interventions varied in intensity but used common instructional strategies based on social learning theories and behavioural technologies.

Implementation considerations y Intervention sessions occurred in school settings. Research supports delivery of beginning-to-read intervention in school settings by specialists (special education teachers/researchers) and non-specialists (teacher assistants). y Ensure that all children and young people with disorders of intellectual development have full access to health- and social-care services, including mental health services. y Promote access to information about treatment options suitable for the child’s needs and developmental level, and promote supported decision-making. y Make arrangements to support children with disorders of intellectual development and their family and carers during times of increased need and transitions, such as puberty and starting or changing schools.