For More Information
Improving Reading for Individuals with Intellectual Disability: Insight from Research to Practice
Below please find presentations about the Project Intensity (Friends on the Block) Curriculum as well as some of the evidence to support its use.
For additional information please see www.FriendsOnTheBlock.com.
Below please find presentations about the Project Intensity (Friends on the Block) Curriculum as well as some of the evidence to support its use.
For additional information please see www.FriendsOnTheBlock.com.
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| Down Syndrome Guild 2015 |
| Council for Exceptional Children 2015 |
| Pacific Coast Research Conference February 2014 |
ARTICLES AND PRESENTATIONS ON PROJECT INTENSITY/FRIENDS ON THE BLOCK CURRICULUM
Allor, J. H., Al Otaiba, S., Ortiz, M., & Conner, C. (February, 2018). Promising Evidence for a Text-Centered Literacy Curriculum for Students with Intellectual Disability. Annual Council for Exceptional Children Convention, Tampa, FL.
Allor, J. H., Al Otaiba, S., Ortiz, M., Conner, C., & Baker, K. (February, 2018). Addressing Foundational Reading Skills Using a Text-Centered Curriculum for Students with Disabilities. Annual Council for Exceptional Children Convention, Tampa, FL.
Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., & Cheatham, J. P. (in press). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal for Intellectual and Developmental Disabilities.
Allor, J. H., Al Otaiba, S., Ortiz, M. B., Yovanoff, P., Conner, C., & Baker, K. (April, 2017). The effectiveness of a text-centered literacy curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, Boston, MA.
Allor, J. H., Al Otaiba, S., Yovanoff, P., & Ortiz, M. B. (February, 2017). Promising findings for a text-centered literacy curriculum for students with intellectual disability. Pacific Coast Research Conference, San Diego, CA.
Allor, J. H., Al Otaiba, S., & Yovanoff, P. (December, 2016). Demonstrating the effectiveness of a text-centered literacy curriculum for students with intellectual disability. Institute of Education Sciences Principal Investigators Meeting, Washington, D.C.
Allor, J. H., Al Otaiba, S., Yovanoff, P., & Ortiz, M. B. (April, 2016). The effects of a text-centered supplemental curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, St. Louis, MO.
Allor, J. H., Al Otaiba, S., Yovanoff, P., & Cheatham, J. (December, 2015). The Effects of a Text-Centered Supplemental Curriculum for Students with Intellectual Disabilities. Institute of Education Sciences Principal Investigators Meeting, Washington, D.C.
RELATED ARTICLES AND RESOURCES
Jones, F. J., Gifford, D. B., Yovanoff, P., Al Otaiba, S., Levy, D., & Allor, J. (In press). Alternate assessment formats for progress monitoring studentswith intellectual disabilities and below average intellectual quotients: An exploratory study. Focus on Autism and Developmental Disabilities.
Lemons, C. J., Allor, J. H., Al Otaiba, S., LeJeune, L. M. (2016). Ten research-based tips for enhancing literacy instruction for children and adolescents with intellectual disability.Teaching Exceptional Children, 49, 18-30.
Allor, J. H., Mathes, P., Roberts, K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically-based reading instruction effective for students with Below-Average IQs? Exceptional Children, 80, 289-308. DOI 10.1177/0014402914522208.
Cheatham, J. P. & Allor, J. H. (2014). How does independent practice of multiple-criteria text influence the reading performance and development of second graders? Learning Disability Quarterly, 37, 3-14. DOI 10.1177/0731948713494016
Allor, J. H., Gifford, D. B., Al Otaiba, S., Miller, S. J., & Cheatham, J. P. (2013). Teaching students with intellectual disability to integrate reading skills: Effects of Text and Text-Based Lessons. Remedial and Special Education, 34, 346-356. DOI 10.1177/0741932513494020.
Cheatham, J. P. & Allor, J. H. (2012). The influence of decodability in early reading text on reading achievement: A review of the evidence. Reading and Writing: An Interdisciplinary Journal, 25, 2223-2246. DOI 10.1007/s11145-011-9355-2.
Allor, J. H., & Chard, D. J. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43, 1-12.
Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 500-511.
Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P, & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools, 47, 445-466.
Allor, J. H., Mathes, P. G., Jones, F. G., Champlin, T. M., & Cheatham, J. P. (2010). Individualized research-based reading instruction for students with intellectual disabilities. TEACHING Exceptional Children, 42, 6-12.
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, 3-22.
Allor, J. H., Mathes, P. G., Champlin, T. M., & Cheatham, J. P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities.Education and Training in Developmental Disabilities, 44, 356-366.
Allor, J. H., Al Otaiba, S., Ortiz, M., & Conner, C. (February, 2018). Promising Evidence for a Text-Centered Literacy Curriculum for Students with Intellectual Disability. Annual Council for Exceptional Children Convention, Tampa, FL.
Allor, J. H., Al Otaiba, S., Ortiz, M., Conner, C., & Baker, K. (February, 2018). Addressing Foundational Reading Skills Using a Text-Centered Curriculum for Students with Disabilities. Annual Council for Exceptional Children Convention, Tampa, FL.
Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., & Cheatham, J. P. (in press). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal for Intellectual and Developmental Disabilities.
Allor, J. H., Al Otaiba, S., Ortiz, M. B., Yovanoff, P., Conner, C., & Baker, K. (April, 2017). The effectiveness of a text-centered literacy curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, Boston, MA.
Allor, J. H., Al Otaiba, S., Yovanoff, P., & Ortiz, M. B. (February, 2017). Promising findings for a text-centered literacy curriculum for students with intellectual disability. Pacific Coast Research Conference, San Diego, CA.
Allor, J. H., Al Otaiba, S., & Yovanoff, P. (December, 2016). Demonstrating the effectiveness of a text-centered literacy curriculum for students with intellectual disability. Institute of Education Sciences Principal Investigators Meeting, Washington, D.C.
Allor, J. H., Al Otaiba, S., Yovanoff, P., & Ortiz, M. B. (April, 2016). The effects of a text-centered supplemental curriculum for students with intellectual disability. Annual Council for Exceptional Children Convention, St. Louis, MO.
Allor, J. H., Al Otaiba, S., Yovanoff, P., & Cheatham, J. (December, 2015). The Effects of a Text-Centered Supplemental Curriculum for Students with Intellectual Disabilities. Institute of Education Sciences Principal Investigators Meeting, Washington, D.C.
RELATED ARTICLES AND RESOURCES
Jones, F. J., Gifford, D. B., Yovanoff, P., Al Otaiba, S., Levy, D., & Allor, J. (In press). Alternate assessment formats for progress monitoring studentswith intellectual disabilities and below average intellectual quotients: An exploratory study. Focus on Autism and Developmental Disabilities.
Lemons, C. J., Allor, J. H., Al Otaiba, S., LeJeune, L. M. (2016). Ten research-based tips for enhancing literacy instruction for children and adolescents with intellectual disability.Teaching Exceptional Children, 49, 18-30.
Allor, J. H., Mathes, P., Roberts, K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically-based reading instruction effective for students with Below-Average IQs? Exceptional Children, 80, 289-308. DOI 10.1177/0014402914522208.
Cheatham, J. P. & Allor, J. H. (2014). How does independent practice of multiple-criteria text influence the reading performance and development of second graders? Learning Disability Quarterly, 37, 3-14. DOI 10.1177/0731948713494016
Allor, J. H., Gifford, D. B., Al Otaiba, S., Miller, S. J., & Cheatham, J. P. (2013). Teaching students with intellectual disability to integrate reading skills: Effects of Text and Text-Based Lessons. Remedial and Special Education, 34, 346-356. DOI 10.1177/0741932513494020.
Cheatham, J. P. & Allor, J. H. (2012). The influence of decodability in early reading text on reading achievement: A review of the evidence. Reading and Writing: An Interdisciplinary Journal, 25, 2223-2246. DOI 10.1007/s11145-011-9355-2.
Allor, J. H., & Chard, D. J. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43, 1-12.
Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 500-511.
Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P, & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools, 47, 445-466.
Allor, J. H., Mathes, P. G., Jones, F. G., Champlin, T. M., & Cheatham, J. P. (2010). Individualized research-based reading instruction for students with intellectual disabilities. TEACHING Exceptional Children, 42, 6-12.
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, 3-22.
Allor, J. H., Mathes, P. G., Champlin, T. M., & Cheatham, J. P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities.Education and Training in Developmental Disabilities, 44, 356-366.
