Journal article
A Survey of Secondary Special Education Teachers’ Word Reading Instructional Practices
Learning disability quarterly
09/07/2026
DOI: 10.1177/07319487261481756
Abstract
In this study, we present results of a national survey of 285 secondary special education teachers’ (SETs) literacy instructional time use and the materials and instructional strategies they use for word reading instruction. We report overall results as well as disaggregated results for middle (Grades 6–8) and high school (Grades 9–12) SETs. Participants reported spending more time addressing language comprehension skills than word recognition skills. Of all word recognition skills, they allocated the largest proportion of instructional time to oral reading fluency. SETs endorsed evidence-based practices for word reading instruction with greater frequency than practices without empirical support. Middle school SETs reported spending more time teaching word reading skills and using word reading instructional practices with greater frequency than high school SETs. We discuss these results in the context of prior research on evidence-based practices for word reading instruction.
Details
- Title: Subtitle
- A Survey of Secondary Special Education Teachers’ Word Reading Instructional Practices
- Creators
- Kimberly A. McFadden - University of IowaEsther R. Lindström - University of Illinois ChicagoLee Kern - Lehigh UniversityEleni Chatzoglou - University of IowaMurphy K. Young - University of IowaMolly J. Ruiz - Lehigh University
- Resource Type
- Journal article
- Publication Details
- Learning disability quarterly
- DOI
- 10.1177/07319487261481756
- ISSN
- 0731-9487
- eISSN
- 2168-376X
- Publisher
- Sage
- Grant note
- Division for Learning Disabilities of the Council for Exceptional Children, Candace S. Bos Innovative Project Grant Hammill Institute on Disabilities
The research reported here was supported, in part, by the Hammill Institute on Disabilities and the Division for Learning Disabilities of the Council for Exceptional Children, Candace S. Bos Innovative Project Grant. The opinions expressed are those of the authors and do not represent views of either organization.
- Language
- English
- Electronic publication date
- 09/07/2026
- Academic Unit
- Iowa Reading Research Center; Teaching and Learning
- Record Identifier
- 9985224300902771
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