Clunies-Ross, Graham, “Intellectual Disability – Language and Reading,” in The Right to Read: Publishing for People with Reading Disabilities. Canberra: The National Library of Australia, 1991.

 Driscoll, Coralie & Kemp, Coral, “Establishing the Equivalence of Single Word Reading and Language in Children with Disabilities,” in Journal of Intellectual and Developmental Disability, Vol. 21, No. 2 (1996), pp. 147-157, pp. 115-139/

Six boys with moderate intellectual disability were instructed in single-word reading and either picture labeling or simple reading comprehension. Subjects were assessed in all three skill areas. Results indicated that the four subjects who attained proficiency in trained tasks were successful in learning the untrained areas (a generalized response).