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Direct linkAllor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Champlin, Tammi M. – Psychology in the Schools, 2010
This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across…
Descriptors: Reading Fluency, Phonics, Moderate Mental Retardation, Oral Language
Allor, Jill H.; Mathes, Patricia G.; Champlin, Tammi; Cheatham, Jennifer P. – Education and Training in Developmental Disabilities, 2009
Teaching students with intellectual disabilities (ID) to read is extremely challenging. Fortunately, the outlook for students with ID is improving because we now know much more about how to teach reading to students who struggle, including those with ID. The central theme of this article is that reading instruction for students with ID must be a…
Descriptors: Early Reading, Mental Retardation, Oral Language, Phonological Awareness
