Department of Education and Human Services, Lehigh University, United States.
Graduate School of Education, Stanford University, United States.
Res Dev Disabil. 2021 Aug;115:103990. doi: 10.1016/j.ridd.2021.103990. Epub 2021 Jun 10.
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.
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.
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.
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.
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.
越来越多的证据支持多成分、明确的、基于语音的阅读教学对智力和发育障碍（ID）学生的有效性。然而，对于这种教学的实施情况知之甚少。
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 ID 学生提供的阅读教学的内容和质量。
研究人员观察了七位特殊教育教师和他们的十七名学生，通过调查和访谈了解教师的观点，并审查了学生的个别教育计划。研究人员使用为 ID 人群改编的工具，对 2901 分钟的教学内容进行了编码，包括内容、分组、材料、教学质量、参与度以及阅读连贯文本的时间，使用了一种为 ID 人群改编的工具。
观察到的教学内容主要集中在语音/单词学习上，其次是词汇和理解，然后是其他领域。在已经很小的班级中，教学通常是个别进行或分组进行。教学质量和参与度因活动而异。
研究结果表明，需要更系统地研究 ID 学生阅读教学的内容和方法、教学质量和参与度，以及与学生成果的联系。
