Foundational Reading Knowledge of Teachers of Students With IDD: Examining Experience, Degree and Time Use

Esther R Lindström; Kimberly A McFadden; Qiong Fu; Molly J Ruiz

doi:10.1111/jir.70041

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Foundational Reading Knowledge of Teachers of Students With IDD: Examining Experience, Degree and Time Use

Journal article

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Foundational Reading Knowledge of Teachers of Students With IDD: Examining Experience, Degree and Time Use

Esther R Lindström, Kimberly A McFadden, Qiong Fu and Molly J Ruiz

Journal of intellectual disability research, Vol.69(12), pp.1435-1447

12/2025

DOI: 10.1111/jir.70041

PMID: 40908397

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Abstract

Background Special education teachers require foundational reading content knowledge (e.g., phonemic awareness, phonics) to teach early reading skills. Though many measures have been developed to measure such knowledge, none have examined item-level differences related to teacher characteristics (i.e., experience, degree and instructional time use). Method In this study, we examined the psychometric properties of the 20-item Teacher Knowledge Assessment: Structure of Language scale using data from 337 special education teachers providing reading instruction to students with intellectual and developmental disabilities in the United States. Results Out of 20 possible total points for correctly answered items, the average score was 13.2 (SD = 3.5). We conducted Rasch analysis and dropped two misfitting items, resulting in 18 items on the scale (M = 11.9; SD = 3.3). Using dichotomous teachers' years of experience (≤ 5 years vs. > 5 years), education level (bachelor's or below vs. advanced) and self-reported time teaching phonics and phonemic awareness (≤ 20% vs. > 20%) as focal variables, we conducted differential item functioning (DIF) analyses as part of the Rasch analysis. A greater number of items showed DIF for teacher experience or instructional time use (8 items each) than for degree (3 items), with easier and harder items identified for each subgroup. Conclusions These results evince inconsistencies in teachers' acquired foundational reading knowledge based on experience, degree and instructional time use. Structured literacy standards for teacher preparation programmes and in-service training initiatives may provide the means to address gaps in teachers' knowledge.

Special Education

intellectual disability

reading

teacher knowledge

Details

Title: Subtitle: Foundational Reading Knowledge of Teachers of Students With IDD: Examining Experience, Degree and Time Use
Creators: Esther R Lindström - University of Illinois Chicago
Kimberly A McFadden - Lehigh University
Qiong Fu - Lehigh University
Molly J Ruiz - Lehigh University
Resource Type: Journal article
Publication Details: Journal of intellectual disability research, Vol.69(12), pp.1435-1447
DOI: 10.1111/jir.70041
PMID: 40908397
ISSN: 0964-2633
eISSN: 1365-2788
Number of pages: 13
Grant note: National Center for Special Education Research, Institute of Education Sciences (http://data.elsevier.com/vocabulary/SciValFunders/100016395) Lehigh University (http://data.elsevier.com/vocabulary/SciValFunders/100008234) R324B210020 / Institute of Education Sciences (http://data.elsevier.com/vocabulary/SciValFunders/100005246) Lehigh University (100008234) R324B210020 / National Center for Special Education Research, Institute of Education Sciences (100016395)
Language: English
Date published: 12/2025
Academic Unit: Teaching and Learning
Record Identifier: 9985179965902771

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