Topic: Instruction
Students with intellectual disabilities can obtain higher levels of reading achievement. However, deficits in working memory can make learning early reading skills more difficult. Consider these research-based tips as you plan literacy instruction for these students.
Reading the Room Discussion Series
Watch this recorded discussion about how to implement and strengthen your Multi-tiered Systems of Support for Reading (MTSS-R).
This toolkit provides information on how instruction can be intensified when students who are receiving intervention are not making desired growth in reading. Use of assessments in the intensification process is described, and the “what” and “how” of instructional intensification is presented along a set of lessons and teaching materials.
The Literacy For All Series
This Keynote session with Sarah Sayko will describe the resources NCIL can provide to schools and parents and the evidence base that supports screening, instruction, and intervention to increase literacy achievement for students who struggle to read and students with dyslexia.
A step-by-step guide to implementing multi-tiered systems of support in reading (MTSS-R).
This brief and infographic detail the intensification process and describe what and how to teach students who struggle with reading including what to teach and how to teach.
This Educator’s Toolbox, developed in Partnership with The Reading League Journal, provides a framework for increasing the intensity of reading instruction and intervention for students who are not making desired progress toward their goals.
Instruction Resources
A collaboration between Perkins School for the Blind and Texas School for the Blind and Visually Impaired (TSBVI), this website contains information on literacy for students who are blind or visually impaired.
Topic: Evidence-based, Instruction, Reading Disabilities
This PowerPoint slide deck from two nationally recognized experts and a classroom teacher who presented at the 2022 OSEP Leader and Project Directors' Conference provides information on what comprehensive literacy instruction looks like for students with significant cognitive disabilities.
Topic: Evidence-based, Instruction, Reading Disabilities
This resource from COKid provides questions families can ask school staff about reading instruction and to determine whether practices are based on research evidence.
Topic: Evidence-based, Instruction
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org