On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge

Author:

Yurick Amanda L.ORCID,Council MorrisORCID,Telesman Alana OifORCID,Musti ShobanaORCID,Gardner RalphORCID,Cartledge GwendolynORCID

Publisher

Springer Science and Business Media LLC

Subject

Materials Chemistry

Reference47 articles.

1. Ainsworth, M. K., Evmenova, A. S., Behrmann, M., & Jerome, M. (2016). Teaching phonics to groups of middle school students with autism, intellectual disabilities, and complex communication needs. Research in Developmental Disabilities, 56, 165–176. https://doi.org/10.1016/j.ridd.2016.06.001

2. Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45(1), 3–22.

3. Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.

4. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91

5. Barshay, J., Flynn, H., Sheasley, C., Richman, T., Bazzaz, D., & Griesbach, R. (2021). America’s reading problem: Scores were dropping even before the pandemic. The Hechinger Report. https://hechingerreport.org/americas-reading-problem-scores-were-dropping-even-before-the-pandemic/

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