Research

Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly,      56(S1), S25–S44.

Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.

Literacy, Assistive Technology, and Students with Significant Disabilities (Erickson, et al. 2010)

     https://www.researchgate.net/publication/326948479_Literacy_Assistive_Technology_and_Students_with_Significant_Disabilities 

Nonverbal Reading Approach: https://www.eiltsfamily.org/udl_at/resources/Reading/Nonverbal_reading.pdf 

Research Based Practices for Creating Access to the General Curriculum in Reading and Literacy for Students with Significant Intellectual Disabilities. Karen       Erickson, Ph.D., Gretchen Hanser, Ph.D., Penelope Hatch, Ph.D., Eric Sanders, M.S./CCC-SLP, 2009.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.),      Handbook for research in early literacy (pp. 97–110). Guilford Press.

Symbolated texts as an assistive technology: Exploring the impact on reading comprehension (Benson-Goldberg, S. 2025)

     https://teach.buildingwings.com/l/970533/2025-04-02/5755n/970533/1743618811HsteBTCQ/Research_Symbolic_Text.pdf