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A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three(More)
  • C M / Y, K Short, +16 authors Reid
  • 2013
Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Development and progress of special classes for mentally deficient children in Connecticut. New Haven:(More)
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