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Scientific article
Open access
English

A descriptive study on reading instruction provided to students with intellectual disability

Published inJournal of intellectual disabilities, vol. 25, p. 1-19
Publication date2021-06-16
First online date2021-06-16
Abstract

Little is known about the content and quality of reading instruction provided to students with intellectual disability. This study aimed to describe the reading instruction provided to students with intellectual disability who were not yet readers in self-contained elementary classrooms. The teachers of 24 classrooms participated in the study. Systematic observations of reading lessons, follow-up interviews with the teachers, review of teaching material, and content analysis of students' individualized education plans were conducted. Findings indicate that phonics and phonological awareness were taught in most of the classrooms. However, phonics was taught systematically, as recommended in the research, in only less than half of the classes. Sight-word instruction and vocabulary instruction were observed in more than half of the classes. Comprehension instruction of texts read aloud by the teacher was observed in only about a third of the classrooms. Recommendations to support teachers in enhancing the quality of reading instruction are provided.

eng
Keywords
  • Developmental disability
  • Intellectual disability
  • Literacy instruction
  • Observation
  • Reading instruction
Citation (ISO format)
DESSEMONTET, Rachel Sermier et al. A descriptive study on reading instruction provided to students with intellectual disability. In: Journal of intellectual disabilities, 2021, vol. 25, p. 1–19. doi: 10.1177/17446295211016170
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ISSN of the journal1744-6295
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Technical informations

Creation10/21/2021 3:29:00 PM
First validation10/21/2021 3:29:00 PM
Update time03/16/2023 1:58:27 AM
Status update03/16/2023 1:58:27 AM
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