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Direct linkKing, Seth; Rodgers, Derek; Lemons, Christopher J. – Exceptional Children, 2022
Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading…
Descriptors: Down Syndrome, Students with Disabilities, Curriculum Based Assessment, Reading Instruction
Kozleski, Elizabeth B.; Hunt, Pam; Mortier, Kathleen; Stepaniuk, Inna; Fleming, Danielle; Balasubramanian, Lakshmi; Leu, Grace; Munandar, Vidya – Exceptional Children, 2021
This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The social validity research questions focused on (a) the social…
Descriptors: Emergent Literacy, Literacy Education, Elementary School Students, Inclusion
Peer reviewedO'Connor, Rollanda E.; And Others – Exceptional Children, 1996
Kindergartners with disabilities (n=31), without disabilities (n=57), and children repeating kindergarten (n=19) were studied to compare the effects of an activity-based phonological instruction. Results indicate that teachers can improve the phonological skills of their students prior to formal reading instruction and that instruction to children…
Descriptors: Beginning Reading, Disabilities, Early Intervention, Instructional Effectiveness
