Citations (38)
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Gordana Keresteš, Erland Hjelmquist, Marika Veisson & Linda S. Siegel. (2024) The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian. Reading Psychology 45:4, pages 413-430.
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Laurice Joseph, Kelsey Ross, Qingqing Xia, Leigh Ann Amspaugh & Jenilee Accurso. (2023) Reading Comprehension Instruction for Students with Intellectual Disabilities:A Systematic Literature Review. International Journal of Disability, Development and Education 70:3, pages 314-339.
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Turki A. Alquraini & Shaila M. Rao. (2020) Developing and sustaining readers with intellectual and multiple disabilities: A systematic review of literature. International Journal of Developmental Disabilities 66:2, pages 91-103.
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Yvonne Hallesson & Pia Visén. (2018) Intertextual content analysis: an approach for analysing text-related discussions with regard to movability in reading and how text content is handled. International Journal of Research & Method in Education 41:2, pages 142-155.
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Jonny Wåger & Anette Bagger. Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review. European Journal of Special Needs Education 0:0, pages 1-16.
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Articles from other publishers (33)
Mihaela Cristea. 2024. Inclusive Education - Recent Advances [Working Title]. Inclusive Education - Recent Advances [Working Title].
Yasin GÜNLÜ & Çağla ÖZGÜR YILMAZ. (2023) Determining the Strategies Used by Teachers Working with Students with Intellectual Disabilities in Teaching Reading Comprehension. Language Teaching and Educational Research 6:2, pages 143-159.
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Monica Reichenberg, Gunilla Thunberg, Emil Holmer, Lisa Palmqvist, Jenny Samuelsson, Mats Lundälv, Katarina Mühlenbock & Mikael Heimann. (2023) Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings. Frontiers in Education 8.
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María Dolores Gil-Llario, Olga Fernández-García, Tania B. Huedo-Medina, Juan Enrique Nebot-García & Rafael Ballester-Arnal. (2023) A Multilevel Model to Assess the Effectiveness of an Affective-Sexual Education Program for People with Intellectual Disabilities: the Influence of Participants’ Characteristics. Sexuality Research and Social Policy.
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Desireé del Mar Avilés Márquez. (2022) Dificultades inherentes a la comprensión de la Historia. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-16.
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Georgios Ladias, Georgia Iatraki & Spyridon-Georgios Soulis. (2022) Providing Access to Reading Comprehension for Greek Secondary Students with Mild Intellectual Disabilities. Education Sciences 12:12, pages 921.
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Rachel Sermier Dessemontet, Anne-Laure Linder, Catherine Martinet & Britt-Marie Martini-Willemin. (2021) A descriptive study on reading instruction provided to students with intellectual disability. Journal of Intellectual Disabilities 26:3, pages 575-593.
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Inmaculada Fajardo, Vicenta Ávila, Pablo Delgado, Nadina Gómez‐Merino & Ladislao Salmerón. (2022) Video‐blogs and linguistic simplification for students with intellectual disability. Journal of Applied Research in Intellectual Disabilities 35:5, pages 1217-1230.
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Susan R. Copeland & Alison L. Zagona. (2022) Literacy Learning Among Students With Complex Support Needs in Postsecondary Education Programs: A Scoping Literature Review. Inclusion 10:2, pages 118-133.
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Srimani Chakravarthi. 2022. New Considerations and Best Practices for Training Special Education Teachers. New Considerations and Best Practices for Training Special Education Teachers
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Mallory A. StevensMatthew K. Burns. (2021) Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability. American Journal on Intellectual and Developmental Disabilities 126:3, pages 230-248.
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Kemal AFACAN. (2020) Reading Comprehension Interventions for Students with Intellectual Disability: A Systematic Literature ReviewZihin Yetersizliği Olan Öğrenciler İçin Okumada Anlam Müdahaleleri: Bir Sistematik Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 21:4, pages 819-846.
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Dongil Kim, Yeji An, HyeYun Gladys Shin, Jaeho Lee & Soyoung Park. (2020) A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD). Heliyon 6:11, pages e05024.
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Sherine R. Tambyraja & Mary Beth Schmitt. (2020) Embedding Evidence-Based Practices to Address Literacy in School-Based Speech–Language Therapy. Topics in Language Disorders 40:4, pages 341-356.
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Whitney D. Strickland, Richard T. Boon & Lee L. Mason. (2020) The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild Intellectual Disability and Other Comorbid Disorders: A Systematic Replication Study. Journal of Developmental and Physical Disabilities 32:5, pages 755-774.
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Marta Ojeda Budia, Diana Marín Suelves & Mercedes Romero Rodrigo. (2020) Intervenciones para el aprendizaje de la lectura en alumnado con discapacidad inte-lectual: un estudio bibliográfico. Tendencias Pedagógicas 36, pages 164-175.
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Yusuke Kusumi. (2019) Reading Comprehension Learning of a Student With Down Syndrome:ダウン症児の文章理解の学習. The Japanese Journal of Educational Psychology 67:4, pages 330-342.
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Gordana Keresteš, Irma Brkovic, Linda S. Siegel, Tomas Tjus & Erland Hjelmquist. (2019) Literacy development beyond early schooling: a 4-year follow-up study of Croatian. Reading and Writing 32:8, pages 1955-1988.
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Alexandra Shelton, Jade Wexler, Rebecca D. Silverman & Laura M. Stapleton. (2019) A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability. Review of Educational Research 89:4, pages 612-651.
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Pablo Delgado, Vicenta Ávila, Inmaculada Fajardo & Ladislao Salmerón. (2019) Training young adults with intellectual disability to read critically on the internet. Journal of Applied Research in Intellectual Disabilities 32:3, pages 666-677.
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Natalia Ganuza & Christina Hedman. (2019) The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali–Swedish Bilinguals. Applied Linguistics 40:1, pages 108-131.
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Mariska Okkinga, Roel van Steensel, Amos J. S. van Gelderen, Erik van Schooten, Peter J. C. Sleegers & Lidia R. Arends. (2018) Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis. Educational Psychology Review 30:4, pages 1215-1239.
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Natalia Ganuza & Christina Hedman. (2018) Modersmålsundervisning, läsförståelse och betyg. Nordand 13:1, pages 4-22.
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Karen Moni, Anne Jobling & Bernie Baffour. (2018) Literacy Learning Outcomes in a Longitudinal Study of a Postschool Literacy Education Program for Young Adults With Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities 15:2, pages 155-165.
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Steven R. Shaw & Anna M. JankowskaSteven R. Shaw & Anna M. Jankowska. 2018. Pediatric Intellectual Disabilities at School. Pediatric Intellectual Disabilities at School
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Dana Ruggiero & Laura Green. (2017) Problem solving through digital game design: A quantitative content analysis. Computers in Human Behavior 73, pages 28-37.
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Mary Doveston & Una Lodge. 2017. Inclusive Principles and Practices in Literacy Education. Inclusive Principles and Practices in Literacy Education
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Anita Varga. (2017) Om lässtrategier och textrörlighet. Educare:2, pages 103-129.
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Melissa M. Root, Lavinia Marchis, Erica White, Troy Courville, Dowon Choi, Melissa A. Bray, Xingyu Pan & Jessica Wayte. (2016) How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses. Journal of Psychoeducational Assessment 35:1-2, pages 94-110.
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Ladislao Salmerón, Marcos Gómez & Inmaculada Fajardo. (2016) How students with intellectual disabilities evaluate recommendations from internet forums. Reading and Writing 29:8, pages 1653-1675.
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Ana Koritnik & Metka Kordigel Aberšek. (2014) THE IMPACT OF RECEPTION LITERATURE ON READING COMPETENCE IN CHILDREN WITH MILD MENTAL RETARDATION. Problems of Education in the 21st Century 61:1, pages 58-66.
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