Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Abstract

Abstract:Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

Reading Instruction for Students With Learning Disabilities

“…Many of the observations occurred in special education classrooms with a lower teacher-student ratio than is typically found in general education settings, even when instruction was delivered to the whole group. However, in Ko's (2012) investigation, observed class sizes ranged from five to 14. In a group of 14 students, it is unlikely that individual students are performing at the same or similar level.…”

“…In contrast to the 33% of studies that did not report on criteria for establishing interrater reliability in E. A. Swanson's (2008) synthesis, all studies in this extension (Klingner et al, 2010;Ko, 2012;E. A. Swanson et al, 2012;E.…”

“…Swanson and Vaughn (2010) included measures of student engagement and teacher quality of instruction during each of the components. Klingner et al (2010) and Ko (2012) conducted investigations focused on how special education teachers teach reading comprehension. This level of detail reported expands our understanding of the implementation and quality of evidence-based practices in classroom contexts.…”

“…Additional training was provided to avoid drift. Ko (2012) was the sole observer for her investigation. However, prior to implementing the researcher-developed observation tool, she piloted the observation instrument with a trained reviewer.…”

“…When observations were compared with the lesson plans, the teacher often fulfilled the objectives intended for the students (e.g., summarizing for the students and identifying main ideas). Ko (2012) also noted that the comprehension strategies, practices, or activities were used with narrative text in 17 of the 24 lessons, expository text in three of the lessons, and both types in two lessons. Two lessons represented activities such as grammar worksheets and reviewing a PowerPoint presentation.…”