Observing Reading Instruction for Students with Learning Disabilities: A Synthesis

Abstract

This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting.

Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers

“…Swanson, 2008, for a review). Only a handful of studies, three conducted decades ago within the process-product tradition and two conducted more recently, provide insights into the types of instructional practices defining effective special education teachers.…”

The quality of evidence in reading fluency intervention for Korean readers with reading difficulties and disabilities

“…There have been several studies of fluency for struggling readers (Chard et al 2002;Swanson 2008;Wanzek et al 2010;Wexler et al 2008); of the interventions designed to facilitate reading fluency for students with reading disabilities, one strategy that has been effective in increasing the reading fluency and comprehension of students with reading difficulties is repeated reading (i.e., students read a passage multiple times in one sitting) (Therrien 2004). Repeated reading has appeared to improve reading fluency across the grade levels (Chard et al 2009(Chard et al , 2002Rasinski et al 2006;Therrien 2004), and the effectiveness of repeated reading in improving reading fluency and reading comprehension can be increased when it was paired with corrective feedback, producing higher and longer-lasting effects (Strickland et al 2013).…”

Preparing Secondary Educators to Support Adolescent Struggling Readers

“…In addition to the general instructional practices described earlier, research has shown that secondary teachers are not consistently engaging in specific reading strategies and practices known to improve student achievement (Swanson, 2008). In 2004, a panel comprising leading scholars in the field of adolescent literacy was assembled to provide recommendations for improving adolescents' reading achievement.…”

“…Chief among the 15 recommendations contained in "Reading Next" are that adolescent literacy (a) include direct, explicit comprehension instruction; (b) be extended in duration (i.e., 2-4 hr); (c) include ongoing formative and summative assessment; and (d) include text-based collaborative learning (Biancarosa & Snow, 2006). However, Swanson's (2008) review of observation research of reading instruction for students with disabilities indicates that the reading instruction these students receive does not mirror research-based recommendations. However, Swanson's (2008) review of observation research of reading instruction for students with disabilities indicates that the reading instruction these students receive does not mirror research-based recommendations.…”

“…In addition, reviews of effective reading instruction for struggling readers and students with disabilities point to the need for secondary reading instruction to provide direct word study, vocabulary, and comprehension strategy instruction (Edmonds et al, 2009;Scammacca et al, 2007). Moreover, students often worked on undifferentiated seatwork and rarely received explicit instruction in word study or comprehension (Swanson, 2008). Regardless of setting (i.e., resource room or general education class), whole-group instruction was the predominant instructional delivery method.…”