CoChat
Sign Up
Cited by 88

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs?

Allor, Jill H., Mathes, Patricia G., Roberts, J. Kyle, Cheatham, Jennifer P., Otaiba, Stephanie Al·2014·Exceptional Children
DOI 10.1177/0014402914522208
Open this paper in CoChat — free account

Abstract

This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment ( n = 76) and contrast ( n = 65) groups. Students in the treatment group received intervention instruction daily in small groups of 1 to 4 for approximately 40 to 50 min for 1 to 4 academic years. On average, students in the treatment group made significantly greater progress than students in the contrast condition on nearly all language and literacy measures. Results demonstrate the ability of students with low IQs, including students with mild to moderate ID, to learn basic reading skills when provided appropriate, comprehensive reading instruction for an extended period of time.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1177/0014402914522208

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 40

  1. Afflerbach P., Blachowicz C. L., Boyd C. D., Cheyney W., Juel C., Kame’enui E. J., … Sebesta S. (2008). Scott Foresman reading street. Glenview, IL: Pearson Education.
  2. Allor J. H., Champlin T. M., Gifford D. B., Mathes P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 500–511. · DOI
  3. 10.17161/foec.v43i5.6909 · DOI
  4. 10.1177/0741932513494020 · DOI · Paper page
  5. Allor J. H., Mathes P. G. (2012). Early interventions in reading: Level K. Columbus, OH: SRA/McGraw-Hill.
  6. Allor J. H., Mathes P. G., Champlin T. M., Cheatham J. P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities. Education and Training in Developmental Disabilities, 44, 356–366. · DOI
  7. 10.1002/pits.20482 · DOI
  8. 10.1177/215416471004500102 · DOI
  9. Bereiter C., Campione J., Carruther I., Hirshberg J., McKeough A., Pressley M., … Adams M. J. (2005). Open court. Columbus, OH: SRA/McGraw-Hill.
  10. Bradford S., Shippen M. E., Alberto P., Houchins D. E., Flores M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41, 333–343. · DOI
  11. 10.1177/001440290807500102 · DOI
  12. 10.1177/074193251038730 · DOI
  13. 10.1177/001440290607200401 · DOI
  14. 10.1177/002246699803200301 · DOI
  15. 10.1111/j.1540-5826.2007.00236.x · DOI
  16. Carnine D. W., Silbert J., Kame’enui E. J., Tarver S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  17. Conners F. A. (2003). Reading skills and cognitive abilities of individuals with mental retardation. In Abbeduto L. (Ed.), International review of research in mental retardation (Vol. 27, pp. 191–229). San Diego, CA: San Diego Academic Press.
  18. 10.1016/j.ridd.2004.11.015 · DOI
  19. Dunn L. M., Dunn L. M. (1997). Peabody Picture Vocabulary Test (4th ed). Circle Pines, MN: American Guidance Service.
  20. Engelmann S., Meyer L., Carnine L., Becker W., Eisele J., Johnson G. (2002). Corrective reading. Columbus, OH: SRA-McGraw Hill.
  21. Hedeker D., Gibbons R. D. (2006). Longitudinal data analysis. Hoboken, NJ: John Wiley & Sons.
  22. 10.1177/07419325040250020301 · DOI
  23. 10.1598/RRQ.45.2.1 · DOI
  24. 10.1598/RRQ.40.2.2 · DOI
  25. Mathes P. G., Torgesen J. K. (2005a). Early interventions in reading, Level 1. Columbus, OH: SRA/McGraw-Hill.
  26. Mathes P. G., Torgesen J. K. (2005b). Early interventions in reading, Level 2. Columbus, OH: SRA/McGraw-Hill.
  27. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
  28. Pearson Education. (2005). Wechsler Individual Achievement Test – Second Edition: Examiner’s Manual Update 2005. San Antonio, TX: Author.
  29. Polloway E. A., Lubin J., Smith J. D., Patton J. R. (2010). Mild intellectual disabilities: Legacies and trends in concepts and educational practices. Education and Training in Autism and Developmental Disabilities, 45(1), 54–68. · DOI
  30. Roberts J. K. (2004). An introductory primer on multilevel and hierarchical linear modeling. Learning Disabilities: A Contemporary Journal, 2(1), 30–38.
  31. 10.1002/mrdd.20137 · DOI
  32. 10.1007/BF03393083 · DOI
  33. Torgesen J. K., Wagner R. K., Rashotte C. A. (1999). The Test of Word Reading Efficiency. Austin, TX: PRO-Ed.
  34. U.S. Department of Education. (2008). 30th annual report to Congress on the implementation of the individuals with disabilities education act. Washington, DC: Author.
  35. Wagner R., Torgesen J., Rashotte C. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
  36. Wechsler D. (1999). Wechsler Abbreviated Scale of Intelligence. San Antonio, TX: Pearson.
  37. Wechsler D. (2001). Wechsler Individual Achievement Test II. San Antonio, TX: Pearson.
  38. 10.1177/001440291107800106 · DOI
  39. Williams K. T. (1997). Expressive Vocabulary Test. Circle Pines, MN: American Guidance Service.
  40. Woodcock R. W. (1991). Woodcock Language Proficiency Battery-Revised. Itasca, IL: Riverside.

Cited by

Sorted by citations

Metadata

Authors
Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Otaiba, S. A.
Venue
Exceptional Children
Publisher
SAGE Publications
Published
2014-04
Volume
80
Issue
3
Pages
287-306
ISSN
  • 0014-4029
  • 2163-5560
DOI
10.1177/0014402914522208
Cited by
88
References
1
Language
en
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review