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Teaching Reading and Literacy to Students with Intellectual Disability
Book chapter

Teaching Reading and Literacy to Students with Intellectual Disability

Esther R. Lindström, Alexandra Shelton, Jennifer Stewart, Kimberly A. McFadden and Temiloluwa K. Oni
Handbook of Research-Based Practices for Educating Students with Intellectual Disability: Second Edition, pp.191-211
Routledge, Second edition
2025
DOI: 10.4324/9781003363422-15

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Abstract

This chapter presents an overview of recent and ongoing research pertaining to literacy development and reading instruction for students with intellectual disability. The authors provide a brief history of foundational research on this topic, with the aim of contextualizing more recent studies. The chapter then outlines findings and approaches from studies on various aspects of literacy instruction for students with intellectual disability. Research topics in this chapter include reading and writing interventions, consideration of students’ support needs and instructional settings, assessing literacy skills in individuals with intellectual disability, preparation of teachers and other professionals, literacy in K–12 contexts and beyond, and various descriptive research methodologies that are vital to interpreting and informing intervention research. Despite considerable innovations in these and other areas, research on literacy development and instruction for students with intellectual disability remains understudied. Throughout the chapter, the authors attempt to present study findings as they pertain to sociocultural diversity, social validity, inclusion, and the need for greater direct engagement with these issues in future research.

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