A Qualitative Study of Teacher Perceptions on Using an Explicit Instruction Curriculum to Teach Early Reading Skills to Students with Significant Developmental Disabilities

D. Bruce Taylor Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Lynn Ahlgrim-Delzell Department of Education Leadership, University of North Carolina at Charlotte, Charlotte, North Carolina

Claudia Flowers Department of Education Leadership, University of North Carolina at Charlotte, Charlotte, North Carolina

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Lynn Ahlgrim-Delzell & Christopher Rivera. (2015) A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability. Exceptionality 23:4, pages 258-269.
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Jenny Samuelsson, Jakob Åsberg Johnels, Emil Holmer, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg, Mats Lundälv & Gunilla Thunberg. ‘To have a plan’: teachers’ perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-11.
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Articles from other publishers (4)

Peter J. O. Aloka, Mary Ooko, Pamela Awuor Onyango & Jeniffer Kosgey Birech. 2024. Handbook of Research on Inclusive and Accessible Education. Handbook of Research on Inclusive and Accessible Education 297 310 .

Anne-Laure Linder, Britt-Marie Martini-Willemin, Rachel Sermier Dessemontet, Céline Chatenoud & Catherine Martinet. (2021) Apprendre à lire aux élèves présentant une déficience intellectuelle, quel défi !. Revue francophone de la déficience intellectuelle 30, pages 1-14.
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강종구. (2019) An Analysis of Domestic and Foreign Studies on the Curriculum of Students with Disabilities. Journal of Special Education for Curriculum and Instruction 12:1, pages 1-25.
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이미숙 & Byung-Un Jeon. (2012) The Analysis of The Reality and Improvement of Teaching Mathematics in Elementary Special Schools and Special Classes. The Journal of Special Children Education 14:2, pages 311-338.
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A Qualitative Study of Teacher Perceptions on Using an Explicit Instruction Curriculum to Teach Early Reading Skills to Students with Significant Developmental Disabilities

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A Qualitative Study of Teacher Perceptions on Using an Explicit Instruction Curriculum to Teach Early Reading Skills to Students with Significant Developmental Disabilities

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