Lalli, Joseph S. & Browder, Diane M., “Comparison of Sight Word Training Procedures with Validation of the Most Practical Procedure in Teaching Reading for Daily Living,” in Research in Developmental Disabilities; Vol. 14, No. 2 (March-April 1993), pp. 107-127.

The effectiveness and efficiency of stimulus fading, stimulus shaping, time delay, and a feedback only procedure were compared in teaching three adults with moderate developmental delays sight words. Results showed no clear advantage for any one procedure. The benefit of conducting a preliminary evaluation of instructional procedures during controlled training is discussed.

 Love, Kristina, Clarke, Libby, Ryan, Jan & Love, Anthony, “Adult Literacy in the Rehabilitation Process: Issues Across the Systems,” in Open Letter: Australian Journal for Adult Literacy Research and Practice, Vol. 4, No. 1 (1993).

 Marshall, Margaret, “What Can I Read? Resources for Adults with an Intellectual Disability,” in The Right to Read: Publishing for People with Reading Disabilities. Canberra: The National Library of Australia, 1991.

 Mefferd, Peggy E. & Pettegrew, Barbara S. “Fostering Literacy Acquisition of Students with Developmental Disabilities: Assisted Reading with Predictable Trade Books,” in Reading Research and Instruction, Vol. 36, No. 3 (Spring 1997), pp. 177-190.

Implements a literature-based instructional intervention using a series of high interest, predictable trade books. Engages students in story reading supported by teacher modeling of fluent reading, repeated and choral reading of predictable text, and use of multiple cues in written language. Indicates students gained in reading fluency and comprehension, sight vocabulary, and effective use of reading strategies.

 Moni, Karen B. & Jobling, Anne, “LATCH-ON: A Program to Develop Literacy in Young Adults with Down Syndrome,” in Journal of Adolescent and Adult Literacy; Vol. 44, No. 2 (September 2000), pp. 40-49.