Teaching Reading to Students with Intellectual and Developmental Disabilities: An Observation Study
Esther R Lindström1, Christopher J Lemons2
1Department of Education and Human Services, Lehigh University, United States.
Research in Developmental Disabilities
|June 13, 2021
Summary
This study observed reading instruction for students with intellectual and developmental disabilities (IDD), finding that phonics instruction was most common. Further research is needed on effective methods and engagement for this population.
Area of Science:
- Special Education
- Literacy Research
- Developmental Disabilities
Background:
- Multicomponent, explicit, phonics-based reading instruction is effective for students with intellectual and developmental disabilities (IDD).
- Limited understanding exists regarding the practical implementation of such reading instruction for students with IDD.
Purpose of the Study:
- To describe the content and quality of reading instruction.
- Focus on kindergarten through third grade students with IDD in self-contained classrooms.
Main Methods:
- Observation of seven special education teachers and seventeen students.
- Teacher surveys, interviews, and review of Individualized Education Programs (IEPs).
- Coding of 2,901 minutes of instruction for content, grouping, materials, quality, engagement, and connected text reading.
Main Results:
- Instructional content prioritized phonics/word study, followed by vocabulary and comprehension.
- Instruction was predominantly delivered individually or in small groups within small classes.
- Variability observed in instructional quality and student engagement across different activities.
Conclusions:
- Need for systematic investigation into reading instruction content and methods for students with IDD.
- Further research should explore instructional quality, engagement, and links to student outcomes.
- Findings highlight the importance of tailored reading interventions for students with IDD.
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