Reading instruction for students with intellectual disabilities

Abstract

Reading is creating meaning with print.  Students with intellectual disabilities can learn to create meaning with print if taught within a meaningful context.  This article describes three approach to reading instruction for students with intellectual disabilities: (a) a sight word approach, (b) a phonics approach, and (c) a comprehensive approach.  Of these three, the comprehensive approach is most effective in helping students create meaning with print.  Ten different teaching strategies for teaching reading are described.  These strategies are based on the neurocognitive model of reading and fit within a comprehensive approach to reading instruction.