Taylor, D. B., Ahlgrim-Delzell, L., & Flowers, C. (2010). A qualitative study of teacher perceptions on using an explicit instruction curriculum to teach early reading skills to students with significant developmental disabilities . Reading Psychology , 31 (6), 524–545. https://doi.org/10.1080/02702710903256569

Journal Article

Taylor, D. B., Ahlgrim-Delzell, L., & Flowers, C. (2010). A qualitative study of teacher perceptions on using an explicit instruction curriculum to teach early reading skills to students with significant developmental disabilities. Reading Psychology, 31(6), 524–545. https://doi.org/10.1080/02702710903256569

URL

http://www.tandfonline.com/toc/urpy20/current

Summary