Background

Growing 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.

Aims

The 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 procedures

Researchers 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.

Outcomes

Observed 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 implications

Study 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.

中文翻译：

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为智力和发育障碍学生教授阅读：一项观察性研究

背景

越来越多的证据支持多成分、明确、基于语音的阅读教学对智力和发育障碍 (IDD) 学生的有效性。然而，关于这种指令的实现知之甚少。

宗旨

本观察研究的目的是描述在独立教室中为幼儿园至三年级 IDD 学生提供的阅读教学的内容和质量。

方法和程序

研究人员观察了七名特殊教育教师和他们的 17 名学生，通过调查和访谈检查了教师的观点，并审查了学生个性化教育计划。研究人员使用适合 IDD 人群的工具，针对内容、分组、材料、教学质量、参与度和阅读相关文本的时间编写了 2,901 分钟的指令。

结果

观察到的教学内容侧重于语音/单词学习，其次是词汇和理解，然后是其他领域。在已经很小的班级中，教学通常是单独或以小组形式进行的。教学质量和参与度因活动而异。

结论和影响

研究结果表明，需要对与 IDD 学生的阅读教学、教学质量和参与度以及与学生成果的联系有关的内容和方法进行更系统的调查。