Reading Instruction Provided to Children with Intellectual Disability: An Observation Study

Abstract

This study documents the content and quality of reading instruction provided to students with intellectual disability in kindergarten through third grade. Seven special education teachers were observed providing reading instruction to 17 students in self-contained settings. Teachers were interviewed on their perceptions of research-based reading instruction for students in this population. Findings indicated that instructional content extends beyond previously predominant sight word instruction to also include phonics, comprehension, vocabulary, and text reading. Instruction was mostly delivered to students individually. Teachers spent large portions of instructional time managing problem behavior and addressing other academic goals. Student engagement during instruction was rated at a medium level. Low-average instructional quality ratings aligned with teachers' self-report of being under-prepared and understaffed to meet students' academic and behavioral needs during reading instruction.