Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 2 |
Descriptor
Elementary Education | 2 |
Intervention | 2 |
Reading Instruction | 2 |
Teaching Methods | 2 |
At Risk Students | 1 |
Decoding (Reading) | 1 |
Disabilities | 1 |
Educational Resources | 1 |
Individualized Instruction | 1 |
Instructional Design | 1 |
Intelligence Quotient | 1 |
More ▼ |
Author
Allor, Jill H. | 1 |
Champlin, Tammi M. | 1 |
Cheatham, Jennifer P. | 1 |
Coyne, Michael D. | 1 |
Jones, Francesca G. | 1 |
Koriakin, Taylor A. | 1 |
Mathes, Patricia G. | 1 |
Publication Type
Journal Articles | 2 |
Reports - Descriptive | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Coyne, Michael D.; Koriakin, Taylor A. – TEACHING Exceptional Children, 2017
Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction.…
Descriptors: Disabilities, Intervention, Reading Instruction, Teaching Methods
Allor, Jill H.; Mathes, Patricia G.; Jones, Francesca G.; Champlin, Tammi M.; Cheatham, Jennifer P. – TEACHING Exceptional Children, 2010
Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…
Descriptors: Phonics, Mental Retardation, Sight Vocabulary, Phonemic Awareness