High-Leverage Practices in Instruction by Katlyn Sill

Introduction!

kjsill — 2025-06-08 20:50:54 UTC

Hello, my name is Katlyn, and I chose to explore the article "10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability" by Lemons, Allor, Al Otaiba, and LeJeune (2016). I selected this topic because I aim to provide inclusive and effective instruction in my future secondary science classroom. Literacy is a critical foundation for accessing science content, and I want to ensure that all students, including those with intellectual disabilities (ID), can participate meaningfully in scientific learning and discovery.

Summary

kjsill — 2025-06-08 20:56:45 UTC

The article provides research-based tips for enhancing literacy instruction for students with intellectual disabilities, emphasizing the importance of effective teaching strategies and long-term literacy goals. Research has shown that children and adolescents with intellectual disabilities (ID) can achieve higher reading levels than previously thought, necessitating effective literacy instruction strategies. The article further emphasizes the need for integrating traditional reading instruction components into literacy programs for students with ID. This approach is expected to enhance independent reading skills and improve postsecondary outcomes such as employment and quality of life.

Key Practices

kjsill — 2025-06-08 20:59:10 UTC

Two recommended teaching strategies include:

Explicit, Systematic Reading Instruction – Teachers are encouraged to use structured programs that teach phonemic awareness, phonics, and comprehension using consistent language and cumulative review. In a science classroom, this could include pre-teaching science vocabulary using visual supports and decoding strategies to help students access complex scientific texts (Lemons et al., 2016).
Use of Data to Guide Instruction – The article recommends progress monitoring through curriculum-based measurements (CBM) to guide instructional adaptations (Lemons et al., 2016). In science, this could involve tracking students’ reading comprehension of lab procedures, directions, and science texts, and modifying scaffolds as needed.

Broader Connections

kjsill — 2025-06-08 21:00:32 UTC

In today’s inclusive education landscape, the ability to teach literacy skills in content areas like science is essential. Literacy enables students with ID to engage with informational texts, write observations, and understand lab safety or experimental instructions—skills necessary for both school and real-world functioning. As such, the article’s strategies support not only academic success but also life-readiness.

Applications in a Secondary Science Classroom

kjsill — 2025-06-08 21:05:11 UTC

Learning about the importance of structured literacy instruction for students with ID has reshaped how I view content delivery in science.In my classroom, I will strive to use visuals, real-life connections, and supported reading to make science accessible for every learner.

In a high school science setting, I can apply these strategies by:

Providing adapted science texts (simplified language, highlighted vocabulary, visuals) to increase access to age-appropriate content.
Using explicit vocabulary instruction for key terms like “photosynthesis,” “hypothesis,” or “gravity,” integrating phonics-based decoding practice.
Incorporating multimodal supports such as text-to-speech tools, sentence stems, and structured lab notebooks to support writing and comprehension.
Developing individualized science literacy goals in collaboration with the IEP team, focusing on functional applications like reading graphs, interpreting data, and following multistep procedures.
Collaborating with a speech-language pathologist to ensure students comprehend science discourse, directions, and informational reading.

Connections to Textbook

kjsill — 2025-06-08 21:22:10 UTC

This article closely connects to Exceptional Lives by Turnbull et al. (2024), which emphasizes the role of collaborative partnerships and inclusive, differentiated instruction. Turnbull et al. highlight the importance of designing instruction that meets diverse learner needs and involving families in the process (p. 174). Both texts reinforce the necessity of evidence-based, team-supported literacy instruction for students with disabilities, even in secondary content areas like science.

References

kjsill — 2025-06-08 21:25:53 UTC

Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2016). Ten research-based tips for enhancing literacy instruction for students with intellectual disability. Links to an external site. Teaching Exceptional Children, 49(5), 18-30. https://doi.org/10.1177/0040059918758162

Turnbull, A. P., Wehmeyer, M. L., Shogren, K. A., Burke, M. M., & Turnbull, H. R. (2024). Exceptional lives: Practice, Progress, & Dignity in Today’s Schools. Pearson.