Research on Reading Instruction for Individuals with Significant Cognitive Disabilities

By D. Browder, S. Wakeman, F. Spooner, L. Ahlgrim-Delzell, Bob Algozzinexya. 2006

493 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/43d97306513daa09a26e99538309b3e686bee461

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Reading Comprehension Instruction for Students With Autism Spectrum Disorders (2007, background): “Although these instructional methods are not specifically designed for students with ASD, Browder et al. (2006) suggested that effective reading interventions for students without disabilities could also be useful for teaching students with disabilities.”
What is Literacy? The Power of a Definition (2011, background): “The adequacy of the NRP results for identifying best practices for students without disabilities remains a matter of debate (Browder et al., 2006).”
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention (2010, unknown): “Sight word recognition has received the greatest attention from researchers and the preponderance of evidence demonstrates that students with even moderate and severe levels of ID can learn to automatically recognize a fairly large corpus of words with systematic instruction (Browder et al., 2006).”
Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “Browder et al. (2006) found that of 128 experimental studies related to literacy for students with significant cognitive disabilities, 117 addressed vocabulary.”
Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities (2008, background): “The literature has well established the lack of focus on decoding (Browder et al., 2006; Joseph & Seery, 2004) and the lack of attention to literacy in general for this population (Kliewer, 1998; Kliewer, Biklen, & Kasa-Hendrickson, 2006).”
Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs? (2014, result): “Our findings extend prior research that focused on isolated subskills of reading (Conners et al., 2006; Stewart et al., 2010; see reviews by Browder et al., 2006;”
Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, methodology): “For example, Browder et al. (2006) conducted a comprehensive review of reading instruction research for individuals with significant cognitive disabilities to determine the extent to which evidence-based practices currently exist for teaching the five components of reading (National Institute of…”
Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “The specific practices to be searched included task analysis, discrete responses, and time delay as identified in prior comprehensive reviews on literacy (Browder et al., 2006; Browder et al., 2009), mathematics (Browder et al., 2008), and science (Courtade et al., 2007; Spooner et al., in press).”
An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities (2012, background): “…research to date in which phonemic awareness or phonics were included in a reading intervention for students with severe developmental disabilities (Browder et al., 2006), this replication and extension are especially important to understanding whether this multicomponent approach has advantages…”
Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study (2010, background): “To date, little research has addressed reading comprehension with students with ID (Browder et al., 2006).”