Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs

By M. Hudson, D. Test. 2011

119 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/f8984bceed26eb6540f745e891d12a361e7c18fe

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. Browder
2. Jenny R. Root
3. M. Hudson
4. F. Spooner
5. Pamela J. Mims
6. Alicia F. Saunders
7. Chelsi R. Brosh
8. Bree A. Jimenez

In Occupational Therapy

1. F. Spooner
2. D. Browder
3. Alicia F. Saunders
4. Chelsi R. Brosh
5. Jenny R. Root

In Safety Research

1. D. Browder
2. Jenny R. Root
3. F. Spooner
4. Alicia F. Saunders
5. Chelsi R. Brosh
6. M. Hudson

Citations in the corpus

• Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, background): “Shared story reading is an evidence-based practice for promoting literacy for students with extensive support needs (Hudson & Test, 2011) and researchers have evaluated the effects of shared story reading on literacy for students with severe disabilities.”
• Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving (2017, methodology): “This component of the conceptual model is based on research in the area of writing word problems (Xin, Wiles, & Lin, 2008) and read alouds to support comprehension for students with severe disabilities (Hudson & Test, 2011).”