For language arts teachers, finding effective ways to increase the understanding of students with intellectual disabilities can often feel frustrating or like a dead end. Although there are many resources out there advocating the best reading strategies for students with intellectual disabilities, many teachers struggle to decide which strategies to use. But the latest research offers promising options for teachers tackling this challenge.
Collaborative reading is an effective strategy for students with disabilities.
Recent research shows that shared text reading improves the listening comprehension skills of students with intellectual disabilities. This technique turns traditional reading sessions into dynamic learning experiences by engaging students through a variety of interactive methods such as questioning, vocabulary building, and comprehension support.
What is shared reading?
Shared reading is an instructional strategy in which teachers and students read texts aloud together and teachers actively involve students in the reading process. Here’s what makes reading shared text unique:
Interactive engagement. Forget passive listening. Shared reading is all about guided discussion, questions, and activities. Because students participate as the story unfolds, they absorb and retain more. Text adaptation. By adapting the text to your students’ abilities, simplifying language, shortening sentences, and adding visuals can make it easier to understand without losing meaning. Structured prompts. Rather than giving all the answers, teachers use structured prompts to guide students through the material. Start with gentle nudges and increase support only when needed to encourage independence. Explicit instructions. Students don’t have to guess how to find the main idea or understand difficult vocabulary. Teachers model these skills directly and give students plenty of opportunities to practice. Relationship with text. Students actively participate. They may answer questions, predict what will happen next, or connect stories to their own lives. we are teachers
The important finding of Dessemontet et al. (2024):
Effective adaptation: Adjusting the content of a text makes it easier to read without losing its value. Systematic prompts: A “least to most” approach helps students approach tasks in stages. Explicit instruction: Teaching students how to understand “words” (who, what, where) is especially effective. Technological integration: Tools such as e-books can add interactive elements to keep students engaged. we are teachers
Is this study reliable?
Not all research has the same value. Here’s what We Are Teachers’ Malarkey Meter says about this publication based on four key factors:
Peer reviewed? Yes! This study likely underwent multiple peer reviews. Sample size: The sample size for this meta-analysis combined data from 19 studies, which is small but acceptable for statistical power. Trusted sources: Research team (Rachel Sermier Dessemontet, Megan Geyer, Anne-Laure Linder, Myrto Atzemian, Catherine Martinet, Natalina Meuli, Catherine Audrin, Anne-Francoise de Chabrier) Not everyone has a Google Scholar profile No, but they probably have accumulated over 3,500 profiles. Quote. Additionally, they publish in Educational Research Review, where publication is highly competitive. Methodology: The researchers used a multilevel meta-analysis (a study of the results of many studies) to explore the topic in detail. They have completed each rigorous step of the meta-analysis and their methodology is sound.
What does this mean for teachers?
This study is a call to teachers to adopt and advocate shared text reading practices. By incorporating customized texts and strategic prompts into reading sessions, teachers can significantly increase understanding for students with intellectual disabilities. Students with intellectual disabilities need more than just access to information, and shared reading may help them improve their quality of life through literacy.
Embracing shared reading isn’t just about improving test scores, it’s also opening the door for students with intellectual disabilities to connect more deeply with the world around them. These strategies for sharing reading are game changers and will make your classroom a place where all students can thrive. Put these discoveries into practice and see how much your students can grow. It’s time to roll up your sleeves and turn every reading session into an opportunity for real engagement. Are you ready to get started?
