Pile Of Books

Take a look at the research

GRANTS

The Friends on the Block intervention was developed with the support of a federal research grant.

With recent funding, research trials are continuing.

 ARTICLES & Presentations

The research articles and presentations listed below include research examining the Friends on the Block intervention, as well as other relevant research.

HANDOUTS

Below you may download some handouts from research presentations.

articles & presentations

 
 

ARTICLES AND PRESENTATIONS ON THE FRIENDS ON THE BLOCK CURRICULUM

Allor, J. H., Yovanoff, P., Al Otaiba, S., Ortiz, M. B., & Conner, C. (2020). Evidence for a literacy intervention for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 55, 290-302.

Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., & Cheatham, J. P. (2018). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal for Intellectual and Developmental Disabilities. 123, 474-494.  doi:10.1352/1944-7558-123.5.474

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. (January, 2018). Research support for Friends on the Block: A text-centered early literacy curriculum for students with disabilities. Council for Exceptional Children Division of Autism and Developmental Disabilities, Clearwater Beach, FL.

Allor, J. H., & Conner, C. (January, 2018). Raising literacy expectations: Instructional implications from recent research on a text-centered curriculum. Council for Exceptional Children Division of Autism and Developmental Disabilities, Clearwater Beach, FL.

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.

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.
 
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. [early version of Friends on the Block​ readers and lessons]


RELATED ARTICLES AND RESOURCES

Jones, G. F., Gifford, D. B., Yovanoff, P., Al Otaiba, S. Levy, D., & Allor, J. (2019). Alternate assessment formats for progress monitoring students with intellectual disabilities and below average intelligence quotients: An exploratory study. Focus on Autism and Other Developmental Disabilities, 34(1), 41-51. https://doi.org/10.1177/1088357618762749


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

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.


​Support for carrying out this research was provided by grant R324A130102 from the Institute of Education Sciences to Southern Methodist University. The views expressed herein are those of the authors and have not been reviewed or approved by the granting agency.

HANDOUTS from research presentations

Council for Exceptional Children, 2019

Improving the "Text-Diet" for Early and Struggling Readers: Selecting and Adapting Text

Division of Autism and Developmental Disabilities, 2019

Teaching Students with Intellectual Disability to Read using Friends on the Block, a Comprehensive Text-Centered Curriculum

Council for Exceptional Children, 2018

Addressing Foundational Reading Skills Using a Text-Centered Curriculum for Students with Disabilities

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