Teaching Reading to Students with Intellectual and Developmental Disabilities: An Observation Study

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BackgroundGrowing evidence supports the efficacy of multicomponent, explicit, phonics-based reading instruction for students with intellectual and developmental disabilities (IDD). However, little is known about the implementation of such instruction. AimsThe purpose of this observation study was to describe the content and quality of reading instruction provided to kindergarten through third grade students with IDD in self-contained classrooms. Methods and proceduresResearchers observed seven special education teachers and their seventeen students, examined teacher perspectives via survey and interview, and reviewed student Individualized Education Programs. Researchers coded 2,901 minutes of instruction for content, grouping, materials, instructional quality, engagement, and time spent reading connected text, using a tool adapted for the IDD population. OutcomesObserved instructional content focused on phonics/word study, followed by vocabulary and comprehension, then other areas. Within the already small classes, instruction was generally delivered individually or in small groups. Instructional quality and engagement varied by activity. Conclusions and implicationsStudy findings suggest a need for greater systematic investigation of content and methods pertaining to reading instruction for students with IDD, instructional quality and engagement, and connections to student outcomes.