Dificultades de lectura y comprensión

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Alzahrani, T. y Leko, M. (2018). The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students With Disabilities: A Systematic Review. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(1), 1-17. https://doi.org/10.1080/10573569.2017.1302372

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Asociación Americana de Psiquiatría (2022). Manual diagnóstico y estadístico de los trastornos mentales. DSM-5-TR. (5.ª ed., texto revisado). Editorial Médica Panamericana.

Cavendish, W. y Hodnett, K. (2017). Current practice alerts focus on: collaborative strategic reading. Council for Exceptional Children’s Division for Learning Disabilities and Division for Research, 26, 1-6.

Chan, E. S. M., Shero, J. A., Hand, E. D., Cole, A. M., Gaye, F., Spiegel, J. A. y Kofler, M. J. (2023). Are reading interventions effective for at-risk readers with ADHD? A meta-analysis. Journal of Attention Disorders, 27(2), 182-200. https://doi.org/10.1177/10870547221130111

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Domínguez, M. N., Domínguez, A. B., Fernández, C., González, Y., González, V., Herreros, M., Izquierdo, V. y Rubió, R. (2019). Las aventuras de Ana y Coco: en busca del cromo perdido. Materiales para mejorar las habilidades lectoras. Ediciones Universidad de Salamanca. https://complydis.usal.es/wp-content/uploads/Las_Aventuras_de_Ana_y_Coco_completo.pdf

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Ferrell, K. A., Mason, L., Young, J. y Cooney, J. (2016). Forty Years of Literacy Research in Blindness and Visual Impairment. National Center on Low-Incidence Disabilities (NCLID).

Filderman, M., Austin, C. R., Boucher, A. N., O'Donnell, K. y Swanson, E. (2021). A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades. Exceptional Children, 88(2), 163-184. https://doi.org/10.1177/00144029211050860

Florit, E. y Cain, K. (2011). The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? Educational Psychology Review, 23, 553-576. https://doi.org/10.1007/s10648-011-9175-6

Garwood, J. D., Brunsting, N. C. y Fox, L. C. (2014). Improving Reading Comprehension and Fluency Outcomes for Adolescents With Emotional-Behavioral Disorders: Recent Research Synthesized.. Remedial and Special Education, 35(3), 181-194. https://doi.org/10.1177/0741932513514856

Joseph, L., Ross, K., Xia, Q., Amspaugh, L. A. y Accurso, J. (2023). Reading Comprehension Instruction for Students with Intellectual Disabilities:A Systematic Literature Review. International Journal of Disability, Development, and Education, 70(3), 314-339. https://doi.org/10.1080/1034912x.2021.1892033

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Lyon, C. P., Hogan, E. K. y Kearns, D. M. (2020). Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model. Intervention in School and Clinic, 56(4), 224-232. https://doi.org/10.1177/1053451220944376

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Pyle, N., Vasquez, A. C., Lignugaris-Kraft, B., Gillam, S. L., Reutzel, D. R., Olszewski, A., Segura, H., Hartzheim, D., Laing, W. y Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(4), 469-501. https://doi.org/10.1002/rrq.179

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