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Exceptionality
A Special Education Journal
Volume 21, 2013 - Issue 4
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Original Articles

Teaching Students with Moderate Intellectual Disability Who Are Emergent Readers to Comprehend Passages of Text

Diane M. Browder University of North Carolina at Charlotte
,
Melissa E. Hudson American Institutes for Research
&
Alyson Leah Wood University of North Carolina at Charlotte
Pages 191-206 | Received 06 Jan 2013, Accepted 04 Mar 2013, Published online: 25 Oct 2013

Citations (23)

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Hani Ali Saeed Al-Amri. (2023) Teachers’ experiences of remote teaching in the COVID-19 pandemic for students with intellectual disabilities in the kingdom of Saudi Arabia. International Journal of Developmental Disabilities 69:6, pages 845-859.
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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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Cristina Oliveira, Josep Font-Roura, Mariona Dalmau & Climent Giné. (2018) Teaching a Phonological Awareness Skill With the Time-Delay System in a Mainstream Setting: A Single-Subject Research Study. Reading & Writing Quarterly 34:5, pages 396-408.
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Youjia Hua, Chengan Yuan, Kristin Monroe, Michelle L. Hinzman, Saeed Alqahtani, Abdullah Abdulmohsen Alwahbi & Amanda M. Kern. (2018) Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities. Developmental Neurorehabilitation 21:5, pages 279-289.
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Articles from other publishers (19)

Christopher Brum & Susan M. Bruce. (2023) Comprehension for Learners Who are Deafblind: Perspectives From Teachers, Interveners, and Parents. Communication Disorders Quarterly, pages 152574012311692.
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Hülya Özbeşer, Emine Handan Tüzün, Burcu Dericioğlu & Çisel Demiralp Övgün. (2022) Effects of Cognitive Orientation to Daily Occupational Performance and Conductive Education Treatment Approaches on Fine Motor Skills, Activity and Participation Limitations in Children with Down Syndrome: A Randomised Controlled Trial. Journal of Autism and Developmental Disorders.
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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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Gerd Berget. (2021) The use and promotion of adapted books in Norwegian public libraries. Journal of Librarianship and Information Science 54:1, pages 108-120.
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Rashed Fehaid Alqahtani, Mohammed Alshuayl & Diane L. Ryndak. (2021) Special Education in Saudi Arabia: A Descriptive Analysis of 32 Years of Research. Journal of International Special Needs Education 24:2, pages 76-85.
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Esther R. Lindström & Christopher J. Lemons. (2021) Teaching Reading to Students with Intellectual and Developmental Disabilities: An Observation Study. Research in Developmental Disabilities 115, pages 103990.
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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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John McDonnell, J. Matt Jameson, Jessica A. Bowman, Olivia Coleman, Joanna Ryan, Carrie Eichelberger & Lyndsey Conradi. (2020) Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities. Focus on Autism and Other Developmental Disabilities 35:3, pages 143-152.
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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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James R. ThompsonVirginia L. WalkerMelinda R. SnodgrassJessica A. NelsonMegan E. CarpenterMayumi HagiwaraKarrie A. Shogren. (2020) Planning Supports for Students With Intellectual Disability in General Education Classrooms. Inclusion 8:1, pages 27-42.
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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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James R. ThompsonVirginia L. WalkerKarrie A. ShogrenMichael L. Wehmeyer. (2018) Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports. Intellectual and Developmental Disabilities 56:6, pages 396-411.
Crossref
Steven R. Shaw & Anna M. JankowskaSteven R. Shaw & Anna M. Jankowska. 2018. Pediatric Intellectual Disabilities at School. Pediatric Intellectual Disabilities at School 191 218 .
Diane M. Browder, Jenny R. Root, Leah Wood & Caryn Allison. (2015) Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities 32:4, pages 243-255.
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Ginevra R. Courtade, Beth Newberry Gurney & Rachel Carden. (2023) Using Read-Alouds of Grade-Level Social Studies Text and Systematic Prompting to Promote Comprehension for Students with Severe Disabilities. The Journal of Social Studies Research 41:4, pages 291-301.
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Caryn Alison, Jenny R. Root, Diane M. Browder & Leah Wood. (2017) Technology-Based Shared Story Reading for Students With Autism Who Are English-Language Learners. Journal of Special Education Technology 32:2, pages 91-101.
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Michael Solis, Farah El Zein, Sharon Vaughn, Lisa V. McCulley & Terry S. Falcomata. (2016) Reading Comprehension Interventions for Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities 31:4, pages 284-299.
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Krista M. Vince Garland, Kara Holden & Dennis Patrick Garland. (2015) Individualized Clinical Coaching in the TLE TeachLivE Lab. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 39:1, pages 47-59.
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Leah Wood, Diane M. Browder & Lindsay Flynn. (2015) Teaching Students With Intellectual Disability to Use a Self-Questioning Strategy to Comprehend Social Studies Text for an Inclusive Setting. Research and Practice for Persons with Severe Disabilities 40:4, pages 275-293.
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