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Direct linkHorn, Annemarie L.; Roitsch, Jane; Murphy, Kimberly A. – International Journal of Developmental Disabilities, 2023
The ability to read promotes academic success and serves as an essential prerequisite skill for many postsecondary opportunities. However, developing proficient reading skills is particularly difficult for many individuals with intellectual disability (ID) and autism spectrum disorder (ASD). Reading is an important life skill for all individuals,…
Descriptors: Students with Disabilities, Intellectual Disability, Autism Spectrum Disorders, Reading Instruction
Download full textLemons, Christopher J.; Allor, Jill H.; Al Otaiba, Stephanie; LeJeune, Lauren M. – TEACHING Exceptional Children, 2016
In the past 2 decades, researchers (often working closely with parents, teachers, and other school staff members) have conducted studies that have substantially increased understanding how to effectively teach children and adolescents with intellectual disability (ID) to read. This research focus has been fueled by increased societal expectations…
Descriptors: Literacy, Literacy Education, Intellectual Disability, Children
Mellard, Daryl F.; Fall, Emily – Learning Disability Quarterly, 2012
The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components' contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language…
Descriptors: Memory, Factor Analysis, Adult Education, Functional Reading
Mellard, Daryl F.; Woods, Kari L.; Desa, Deana Md. – Career and Technical Education Research, 2012
High literacy and numeracy demands in career and technical education (CTE) compared to low skill levels among many students prompted calls for academic infusion into training curricula. Research on CTE academic curriculum integration implicitly assumes that students' reading and math skills are like those described by models of typical academic…
Descriptors: Academic Education, Functional Reading, Vocational Education, Curriculum Development
Chiang, Hsu-Min; Lin, Yueh-Hsien – Focus on Autism and Other Developmental Disabilities, 2007
The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an…
Descriptors: Reading Comprehension, Literature Reviews, Comparative Analysis, Sight Vocabulary
Strucker, John; Yamamoto, Kentaro; Kirsch, Irwin – National Center for the Study of Adult Learning and Literacy (NCSALL), 2007
This study's aim was to understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy, such as the 1992 National Adult Literacy Survey (NALS) (Kirsch, Jungleblut, Jenkins, & Kolstad, 1993) and the closely related International Adult Literacy Survey (IALS)…
Descriptors: Word Recognition, Spelling, Vocabulary Skills, Reading Comprehension
