Effects of Read-Alouds with Systematic Prompting to Promote Reading Comprehension for Postsecondary Students with Moderate Intellectual Disabilities

Stephanie M. Devine

Effects of Read-Alouds with Systematic Prompting to Promote Reading Comprehension for Postsecondary Students with Moderate Intellectual Disabilities

Elementary & Special Education

University of Nevada, Las Vegas

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	UNLV Doctoral Summit Proceedings
State	Published - Aug 1 2015

Cite this

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title = "Effects of Read-Alouds with Systematic Prompting to Promote Reading Comprehension for Postsecondary Students with Moderate Intellectual Disabilities",

author = "Devine, {Stephanie M.}",

year = "2015",

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language = "American English",

journal = "UNLV Doctoral Summit Proceedings",

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T1 - Effects of Read-Alouds with Systematic Prompting to Promote Reading Comprehension for Postsecondary Students with Moderate Intellectual Disabilities

AU - Devine, Stephanie M.

PY - 2015/8/1

Y1 - 2015/8/1

UR - https://digitalscholarship.unlv.edu/ecs_fac_articles/13

M3 - Article

JO - UNLV Doctoral Summit Proceedings

JF - UNLV Doctoral Summit Proceedings

ER -

Effects of Read-Alouds with Systematic Prompting to Promote Reading Comprehension for Postsecondary Students with Moderate Intellectual Disabilities

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