The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
Research on Reading Instruction for Individuals with Significant Cognitive Disabilities
Abstract
This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panel's components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population.
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Cites
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Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,395
Preventing Reading Difficulties in Young Children
(1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,337
Beginning to Read: Thinking and Learning about Print
Cairns, C., & Adams, M. J. (1991) · Language · doi:10.2307/415121 · Cited by 4,376
Langenberg, D. N. (2000) · Cited by 4,305
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005) · Exceptional Children · doi:10.1177/001440290507100203 · Cited by 3,368
American Journal of Mental Retardation
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Meta-analysis of experiments with matched groups or repeated measures designs
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Cited by
Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs?
Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Otaiba, S. A. (2014) · Exceptional Children · doi:10.1177/0014402914522208 · Cited by 88
Beginning reading interventions for children and adolescents with intellectual disability
Reichow, B., Lemons, C. J., Maggin, D. M., & Hill, D. R. (2019) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd011359.pub2 · Cited by 49
Allor, J. H., Gifford, D. B., Al Otaiba, S., Miller, S. J., & Cheatham, J. P. (2013) · Remedial and Special Education · doi:10.1177/0741932513494020 · Cited by 27
Metadata
- Authors
- Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzinexya, B.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2006-07
- Volume
- 72
- Issue
- 4
- Pages
- 392-408
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W1956353215
- Cited by
- 481
- References
- 51
- FWCI
- 30.25
- Type
- journal article
- Language
- en
- Open access
- closed
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- Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzinexya, B. (2006). Research on Reading Instruction for Individuals with Significant Cognitive Disabilities. Exceptional Children. https://doi.org/10.1177/001440290607200401
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
