Article Publications
Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45,500-511.
Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P, & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools, 47, 445-466.
Allor, J. H., Mathes, P. G., Jones, F. G., Champlin, T. M., & Cheatham, J. P. (2010). Individualized research-based reading instruction for students with intellectual disabilities. TEACHING Exceptional Children, 42, 6-12.
Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45, 3-22.
Allor, J. H., Mathes, P. G., Champlin, T. M., & Cheatham, J. P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities. Education and Training in Developmental Disabilities, 44, 356-366.
Mooney, P., McCarter, K. S., Schraven, J., Hintze, J. M., Mooney, E., Landry, D., Colclough, T., Gansle, K. A., Denny, R. K., Grandstaff-Beckers, G., Benner, G. J., & Allor, J. H. (2008). Further evidence of oral reading fluency’s utility in predicting statewide student reading proficiency. International Journal of Psychology: A Psychosocial Approach, 2, 121-146.
Benner, G. J., Nelson, J. R., Allor, J. H., Mooney, P., & Dai, T. (2008). Academic processing speed mediates the influence of both externalizing behavior and language skills on the academic skills of students with emotional disturbance. Journal of Behavioral Education, 17, 63-78.
Benner, G. J., Allor, J. H., & Mooney, P. (2008) An investigation of the academic processing speed of students with emotional and behavioral disorders served in public school settings. Education and Treatment of Children, 31,307-332.
Allor, J. H., Cheek, E., Smith, P., & Schorzmann, E. (2006). Considering tutors’ perspectives: Implications for struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 22, 357-374.
Allor, J. H., Gansle, K. A., & Denny, R. K. (2006). The Stop and Go Game: The effects of modeling, practice, and feedback on phonemic awareness segmentation tasks. Preventing School Failure, 50, 23-30.
Allor, J.H., Mathes, P.G., Jones, F.G., Champlin, T., & Cheatham, J.P. (in press). Individualized research-based reading instruction for students with intellectual disabilities. Teaching Exceptional Children.
Allor, J.H., Mathes, P.G., Roberts, K.R., Jones, F.G., & Champlin, T. (in press). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Developmental Disabilities.
Allor, J.H., Mathes, P.G., Champlin, T., & Cheatham, J.P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities. Education and Training in Developmental Disabilities, 44, 356-366.
Mooney, P., McCarter, K.S., Schraven, J., Hintze, J.M., Mooney, E., Landry, D., Colclough, T., Gansle, K.A., Denny, R.K., Grandstaff-Beckers, G., Benner, G.J., & Allor, J.H. (2008). Further evidence of oral reading fluency’s utility in predicting statewide student reading proficiency. International Journal of Psychology: A Psychosocial Approach, 2, 121-146.
Benner, G. J., Nelson, J. R., Allor, J. H., Mooney, P., & Dai, T. (2008). Academic processing speed mediates the influence of both externalizing behavior and language skills on the academic skills of students with emotional disturbance. Journal of Behavioral Education, 17, 63-78.
Benner, G.J., Allor, J.H., & Mooney, P. (2008) An investigation of the academic processing speed of students with emotional and behavioral disorders served in public school settings. Education and Treatment of Children, 31,307-332.
Allor, J.H., Cheek, E., Smith, P., & Schorzmann, E. (2006). Considering tutors’ perspectives: Implications for struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 22, 357-374.
Allor, J.H., Gansle, K.A., & Denny, R.K. (2006). The Stop and Go Game: The effects of modeling, practice, and feedback on phonemic awareness segmentation tasks. Preventing School Failure, 50, 23-30.
Allor, J.H., & McCathren, R.B. (2004). The efficacy of an early literacy tutoring program implemented by college students. Learning Disabilities Research and Practice, 19, 116-129.
Allor, J.H., & McCathren, R.B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39 (2), 72-79.
Allor, J.H. (2003). [Review of the book Literary practices as social acts]. Anthropology and Education Quarterly, 34 (1). Retrieved September 6, 2003, from http://www.aaanet.org/cae/aeq/br/lewis2.htm
Allor, J.H. (2002). The relationships of phonemic awareness and rapid naming to reading development. Learning Disability Quarterly. 25, 47-57. *2000 Award for Outstanding Research, The Council for Learning Disabilities. Presented at the International Conference on Learning Disabilities, October, 2000.
McCathren, R.B., & Allor, J.H. (2002). Using storybooks with preschool children: Enhancing language and literacy. Young Exceptional Children, 5(4), 3-10.
Allor, J.H., Fuchs, D., & Mathes, P.G. (2001). Do students with and without lexical retrieval weaknesses respond differently to instruction? Journal of Learning Disabilities, 34, 264-275.
Mathes, P.G., Torgesen, J.K., & Allor, J.H. (2001). The effects of Peer Assisted Learning Strategies for First Grade Readers with and without additional computer assisted instruction in phonological awareness. American Educational Research Journal, 38, 371-410.
Howard, J.K., Fuchs, D., & Mathes, P.G. (1999). What is lexical retrieval and why might it be important? In T.E. Citro (Ed.). Parenting the Child with a Learning Disability: The Experts Speak (pp. 77-82). Weston, MA: Learning Disabilities Association of Massachusetts. *Recipient of the 1999 Outstanding Proud Project by the Learning Disabilities Association of America.
Mathes, P.G., Grek, M.L., Howard, J.K., Babyak, A.E., & Allen, S.H. (1999). Peer-Assisted Learning Strategies for First-Grade Readers: A tool for preventing early reading failure. Learning Disabilities Research and Practice, 14(1), 50-60. *Winner of the Samuel Kirk Award (for the best research-to-practice article in Learning Disabilities Research and Practice for 1999), awarded by the Council for Exceptional Children, Division of Learning Disabilities.
Mathes, P.G., Howard, J.K., & Allen, S.H., & Fuchs, D. (1998). Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 62-94.
Published Curricula
Allor, J.H., & Minden-Cupp, C. (2009). Bookshop Phonics Intervention. New York, New York: Mondo.
Allor, J.H., & Minden-Cupp, C. (2007). Bookshop Phonics for Kindergarten. New York, New York: Mondo.
Allor, J.H., & Minden-Cupp, C. (2007). Bookshop Phonics for First Grade. New York, New York: Mondo.
Mathes, P.G., & Allor, J.H. (2001). Teacher-Directed PALS: Paths to Achieving Literacy Success. Longmont, CO: Sopris West.
Mathes, P.G., Torgesen, J.K., Allen, S.H., & Allor, J.H. (2001). First-Grade PALS: Peer-Assisted Literacy Strategies. Longmont, CO: Sopris West.