The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Teaching Students With Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons
Abstract
This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70 sessions). All three students increased the number of words read from baseline (ranging from 5 to 20 words correct) to the final intervention session (ranging from 40 to 75 words correct), though one student’s data were less conclusive due to growth during the baseline phase. Regression discontinuity revealed the intervention caused statistically significant growth. The intervention is promising given that students with ID who initially did not respond to systematic instruction improved their ability to sound out and unitize (i.e., read with automaticity) words.
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.
Integrity signals
Registry
Cites
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.
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
Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972
Flagged first, then by citations
Research works printed but not linked: 29
- Alberto P. A., Troutman A. C. (2003). Applied behavior analysis for teachers. Upper Saddle River, NJ: Prentice Hall.
- 10.1002/pits.20482 · DOI
- Allor J. H., Mathes P. C., Roberts J. K., Jones F., Champlin T. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Developmental Disabilities, 45, 3–22. · DOI
- Allor J. H., Mathes P. G. (2012). Early interventions in reading: Level K. Columbus, OH: SRA.
- 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
- 10.1177/004005991004200301 · DOI
- Allor J. H., Mathes P., Roberts K., Cheatham J. P., Al Otaiba S. (in press). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children.
- 10.1177/004005990403600404 · DOI
- 10.1007/978-0-387-49053-3_15 · DOI
- 10.1044/1058-0360.0904.319 · DOI
- 10.1177/074193251038730 · DOI
- 10.1177/001440290607200401 · DOI
- 10.1177/002246699803200301 · DOI
- Carnine D. W., Silbert J., Kame’enui E. J., Tarver S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson.
- 10.1352/1944-7558-116.2.111 · DOI
- Conners F. A. (1992). Reading instruction for students with moderate mental retardation: Review and analysis of research. American Journal of Mental Retardation, 96, 577–597.
- 10.1016/j.ridd.2004.11.015 · DOI
- 10.1016/S0376-6357(01)00155-3 · DOI
- 10.1111/j.1469-7610.2004.00225.x · DOI
- 10.1037/h0048449 · DOI
- Katz P. J. (1964). Another look at transfer of learning and mental retardation. Mental Retardation, 43, 177–183.
- Kennedy C. H. (2005). Single-case designs for educational research. Boston, MA: Allyn & Bacon.
- 10.1598/RRQ.45.2.1 · DOI
- 10.1006/jecp.1999.2497 · DOI
- 10.1598/RRQ.40.2.2 · DOI
- Mathes P. G., Torgesen J. K. (2005). Early interventions in reading: Level 1. Columbus, OH: SRA.
- National Research Council. (2000). How people learn. Washington: DC: National Academy Press.
- 10.1177/01454455980223001 · DOI
- Vandever T. R., Neville D. D. (1976). Transfer as a result of synthetic and analytic reading instruction. American Journal of Mental Deficiency, 80, 498–503.
Metadata
- Authors
- Allor, J. H., Gifford, D. B., Al Otaiba, S., Miller, S. J., & Cheatham, J. P.
- Venue
- Remedial and Special Education
- Publisher
- SAGE Publications
- Published
- 2013-07-22
- Volume
- 34
- Issue
- 6
- Pages
- 346-356
- ISSN
- 0741-9325
- 1538-4756
- Cited by
- 27
- References
- 1
- Language
- en
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
