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

Lindström, Esther R.; Lemons, Christopher J.

doi:10.1016/j.ridd.2021.103990

Cited by 13 publications

(11 citation statements)

References 27 publications

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“…Both studies found some movement toward evidence-based reading instruction, interspersed with less effective methods. Lindström & Lemons (2021) found substantial time (32% of total observations) spent on behavior management. Although these studies' findings pertain to reading, they raise questions about to what degree elementary students with IDD are able to access research-aligned mathematics instruction.…”

Section: Previous Observation Studiesmentioning

confidence: 99%

An Observation Study of Mathematics Instruction for Students with IDD in Grades K-2

Lindström¹,

Fisher²,

Cook³

et al. 2022

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This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 minutes allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 59.7% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (7.3%), and instruction in other areas (0.3%). Observed content included Numbers and Quantitative Reasoning, and Measurement. Student engagement and instructional quality ratings were highest during activities involving counting non-moveable objects, and did not differ by who was leading instruction. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning.

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Section: Previous Observation Studiesmentioning

confidence: 99%

An Observation Study of Mathematics Instruction for Students with IDD in Grades K-2

Lindström¹,

Fisher²,

Cook³

et al. 2022

Preprint

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“…Recent observation research reflects these recommendations, as whole word instruction remains prevalent for students with ID. Findings from Lindström and Lemons's (2021) observation study of students with ID in grades K-3 indicated that a vast majority (76.5%) of sample participants with ID had individualized education program (IEP) goals pertaining to word reading, and students spent up to 19.2% of their reading instruction time on word reading. Sermier Dessemontet and colleagues' observation study of French-speaking classrooms for students with ID in Switzerland indicated that 58% of observed classrooms featured instruction in word reading, and just over half of participants (52%) had IEP goals for sight word reading.…”

Section: Whole-word Reading Instruction For Students With Idmentioning

confidence: 99%

Examining the Efficacy and Efficiency of Word-Feature Feedback in Reading Instruction for Students With Intellectual Disability.

Lindström¹,

McFadden²,

Peltier³

et al. 2022

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The purpose of this study was to compare the effects of three different instructional routines and a no-feedback control condition on the acquisition of high-frequency word reading for elementary students with intellectual disability. The three conditions were whole-word feedback, letter-name feedback, and letter-sound feedback. The primary dependent measure was word recognition (i.e., the number of correctly read words). Participants included three fourth-grade students identified as having intellectual disability, taught in a special education classroom. We used an adapted alternating treatments design and randomly assigned words with similar phonetic structures to each condition. Letter-sound feedback was the superior condition for one student, whereas differentiation of conditions was not found for the other two students. We discuss the implications of our findings for selecting an instructional routine and the need for further research on how different feedback routines may support generalization to related literacy skills.

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“…Students who require intensive reading instruction may experience challenges related to engagement that need to be addressed directly for them to maximize learning during reading sessions. Research indicates that teachers of students with co-occurring reading and behavior difficulties may prioritize addressing behavior goals over and/or before intensive reading instruction (see Lindström & Lemons, 2021;Toste et al, under review). However, this approach de-contextualizes behavior support such that students may not generalize positive, engaged behaviors to an instructional setting, and stands to delay much-needed reading intervention for students who urgently need it.…”

Section: Preparing Teachers To Facilitate Engagement In Reading Inter...mentioning

confidence: 99%

Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

Lindström

Roberts

2022

Intervention in School and Clinic

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Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.

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

Cited by 13 publications

References 27 publications

An Observation Study of Mathematics Instruction for Students with IDD in Grades K-2

An Observation Study of Mathematics Instruction for Students with IDD in Grades K-2

Examining the Efficacy and Efficiency of Word-Feature Feedback in Reading Instruction for Students With Intellectual Disability.

Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

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