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Jill H. Allor

Affiliations: 
Simmons School of Education Southern Methodist University, Dallas, TX, United States 
Area:
Reading Education, Elementary Education
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"Jill Allor"
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Jennifer P. Cheatham grad student 2010 SMU
Diane B. Gifford grad student 2013 SMU

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Publications

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Al Otaiba S, Baker K, Lan P, et al. (2019) Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis. Annals of Dyslexia
Allor JH, Gifford DB, Jones FG, et al. (2018) The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability. American Journal On Intellectual and Developmental Disabilities. 123: 474-494
Jones FG, Gifford D, Yovanoff P, et al. (2018) Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study Focus On Autism and Other Developmental Disabilities. 34: 41-51
Lemons CJ, Allor JH, Al Otaiba S, et al. (2018) 10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability Teaching Exceptional Children. 50: 220-232
Lindo EJ, Weiser B, Cheatham JP, et al. (2017) Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers Reading & Writing Quarterly. 34: 117-131
Lemons CJ, Allor JH, Al Otaiba S, et al. (2016) 10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability Teaching Exceptional Children. 49: 18-30
Cheatham JP, Allor JH, Roberts JK. (2014) How does independent practice of multiple-criteria text influence the reading performance and development of second graders Learning Disability Quarterly. 37: 3-14
Allor JH, Mathes PG, Roberts JK, et al. (2014) Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children. 80: 287-306
Allor JH, Gifford DB, Al Otaiba S, et al. (2013) Teaching Students With Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons Remedial and Special Education. 34: 346-356
Cheatham JP, Allor JH. (2012) The influence of decodability in early reading text on reading achievement: A review of the evidence Reading and Writing. 25: 2223-2246
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