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The relationship between phonological processing skills and word and nonword identification performance in children with mild intellectual disabilities

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2002

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The efficacy of `whole word' versus `analytic' reading instruction for children with Down syndrome

79 cited

2002Children with Down syndrome use phonological knowledge in reading66 cited

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2016Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test?54 cited
2015The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities47 cited
2013Contributions of phonological awareness, phonological short-term memory, and rapid automated naming, toward decoding ability in students with mild intellectual disability40 cited
2013A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability40 cited
2014Predictors of early literacy skills in children with intellectual disabilities: A clinical perspective38 cited
2016Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations38 cited
2015Teaching Reading for Students with Intellectual Disabilities: A Systematic Review37 cited
2016Phonics Based Reading Interventions for Students with Intellectual Disability: A Systematic Literature Review37 cited