Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs?\u00a0Exceptional Children, 80<\/i>, 287-306.<\/p>\r\n
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 & Training in Autism & Developmental Disabilities, 45<\/i>, 3-22.<\/p>\r\n
American Association on Intellectual and Developmental Disabilities (AAIDD). (2013). Frequently asked questions on intellectual disability. In Definition of Intellectual Disability<\/i>. Retrieved from http:\/\/aaidd.org\/intellectual-disability\/definition\/faqs-on-intellectual-disability<\/a><\/p>\r\n American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders\u00a0<\/i>(5th ed.). Arlington, VA: American Psychiatric Publishing.<\/p>\r\n Beecher, L., & Childre, A. (2012). Increasing literacy skills for students with intellectual and developmental disabilities: Effects of integrating comprehensive reading instruction with sign language. Education and Training in Autism and Developmental Disabilities, 47<\/i>, 487-501.<\/p>\r\n Biklen, D., & Burke, J. (2006). Presuming competence. Equity & Excellence in Education<\/i>.<\/i> 39<\/i>(2), 166-175. doi:10.1080\/10665680500540376<\/a><\/p>\r\n Broderick, A., & Kasa-Hendrickson, C. (2001). \u201cSay just one word at first\u2019\u2019: The emergence of reliable speech in a student labeled with autism.\u00a0Journal of the Association for Persons with Severe Handicaps, 26<\/i>(1), 13\u201324. doi:10.2511\/rpsd.26.1.13<\/a><\/p>\r\n Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, <\/i>22<\/i>, 206\u2013219. doi:10.1177\/10883576070220040301<\/a><\/p>\r\n Center for Disease Control. (2013, December 26). Development<\/i>al d<\/i>isabilities<\/i><\/a>. Retrieved from\u00a0http:\/\/www.cdc.gov\/ncbddd\/developmentaldisabilities\/facts.html<\/a><\/p>\r\n Conners, F. A., Rosenquist, C. J., Sligh, A. C., Atwell, J. A., & Kiser, T. (2006). Phonological reading skills acquisition by children with mental retardation. Research in Developmental Disabilities, 27,<\/i> 121-137. doi:10.1016\/j.ridd.2004.11.015<\/a><\/p>\r\n Copeland, S., & Keefe, E. (2007). Effective literacy instruction for students with moderate or severe disabilities.<\/i> Baltimore, MD: Brookes Publishing<\/a>.<\/p>\r\n Couser, G. T. (2002). Signifying bodies: Life writing and disability studies. In S. L.\u00a0Snyder, B. J. Brueggemann, & R. Garland-Thomson (Eds.), Disability studies: Enabling the humanities<\/i> (pp. 109-117). New York, NY: The Modern Language Association of America.<\/p>\r\n Deeney, T. (2010). One-minute fluency measures: Mixed messages in assessment andinstruction. The Reading Teacher, 63<\/i>, 440-450. doi:10.1598\/RT.63.6.1<\/a><\/p>\r\n Donin, J. (2004). Text processing within classroom contexts. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: <\/i>T<\/i>he development and use of print and non-print learning materials <\/i>(pp. 33\u201446). New York, NY: Palgrave Macmillan.<\/p>\r\n Do\u011fanay Bilgi, A., & \u00d6zmen, E. R. (2014). The impact of modified multi-component cognitive strategy instruction in the acquisition of metacognitive strategy knowledge in the text comprehension process of students with mental retardation. Educational Sciences: Theory & Practice<\/i>, 14<\/i>, 707-714. doi:10.12738\/estp.2014.2.1629<\/a><\/p>\r\n Eunice Kennedy Shriver National Institute of Child Health and Human Development. (2013, October 29). National Reading Panel<\/i>. <\/i>Retrieved from http:\/\/www.nichd.nih.gov\/research\/ supported\/Pages\/nrp.aspx\/<\/a><\/p>\r\n Griffith, L.W., & Rasinski, T. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58<\/i>, 126-137. doi:10.1598\/rt.58.2.1<\/a><\/p>\r\n Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance <\/i>understanding<\/i>. Portland, ME: Stenhouse.<\/p>\r\n Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher <\/i>59<\/i>,<\/i> <\/i>636-644. doi:10.1598\/RT.59.7.3<\/a><\/p>\r\n Hua, Y., Hendrickson, J. M., Therrien, W. J., Woods-Groves, S., Ries, P., & Shaw, J. W. (2012). Effects of combined reading and question generation on reading fluency and comprehension of three young adults with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 27<\/i>, 135-146. doi:10.1177\/1088357612448421<\/a><\/p>\r\n Hudson, M. E., & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36, <\/i>34-45. doi:10.2511\/rpsd.36.1-2.34<\/a><\/p>\r\n Joseph, L., & Seery, M. (2004). Where is the phonics? A review of the literature on the use of phonetic analysis with students with mental retardation. Remedial and Special Education, <\/i>25<\/i>, 88-94. doi:10.1177\/07419325040250020301<\/a><\/p>\r\n Katims, D. S. (2000). Literacy instruction for people with mental retardation: Historical highlights and contemporary analysis. Education and Training in Mental Retardation and Developmental Disabilities, 35<\/i>(1), 3-15.<\/p>\r\n Kliewer, C., & Biklen, D. (2001). \"School's not really a place for reading\": A research synthesis of the literate lives of students with severe disabilities. The Association for Persons with Severe Handicaps, 26<\/i>(1), 1-12. doi:10.2511\/rpsd.26.1.1<\/a><\/p>\r\n Kluth, P., & Chandler-Olcott, K. (2008). A land we can share: Teaching literacy to students with autism.<\/i> Baltimore, MD: Brookes Publishing.<\/p>\r\n Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities<\/i>, 28<\/i>, 115-126. doi:10.1177\/1088357612475301<\/a><\/p>\r\n Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down syndrome. Exceptional Children, 79<\/i>(1), 67-90. doi:10.1177\/001440291207900104<\/p>\r\n Leslie, L., & Caldwell, J. (2011). Qualitative Reading Inventory<\/i>-5<\/i>. New York, NY: Longman.<\/p>\r\n Light, J., & McNaughton, D. (2012, August 31). Literacy instruction for individuals with autism, cerebral palsy, Down s<\/i>yndrome, a<\/i>nd other disabilities<\/i>.<\/i> Retrieved from http:\/\/aacliteracy.psu.edu\/<\/a><\/p>\r\n Lundberg, I., & Reichenberg, M. (2013). Developing reading comprehension among students with mild intellectual disabilities\u2014an intervention study. Scandinavian Journal of Educational Research, 87, <\/i>89\u2013100. doi:10.1080\/00313831.2011.623179<\/a><\/p>\r\n Moats, L. C., & Hall, S. (2010). Language essentials for teachers of reading and spelling <\/i>(LETRS\u00ae) Module 7\u2014Teaching phonics, word study, and the alphabetic principle<\/i> (2nd ed.). Longmont, CO: Sopris West Educational Services.<\/p>\r\n Mosley, V. P., Flynt, S. W., & Morton, R. C. (1997). Teaching sight words to students with moderate mental retardation. Reading Improvement, 34<\/i>(1), 2-7.<\/p>\r\n National Institute of Child Health and Human Development. (2000).\u00a0<\/i>Report of the National\u00a0<\/i>Reading Panel. Teaching children to read: <\/i>A<\/i>n evidence-based assessment of the scientific <\/i>research literature on reading and its implications for reading instruction: Reports of the <\/i>subgroups\u00a0<\/i>(NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. http:\/\/www.nichd.nih.gov\/publications\/pubs\/nrp\/documents\/report.pdf<\/a><\/p>\r\n Palincsar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1<\/i>(2), 117-175. doi:10.1207\/s1532690xci0102_1<\/a><\/p>\r\n Pennington, R., Stenhoff, D. M., Gibson, J., & Ballou, K. (2012). Using simultaneous prompting to teach computer-based story writing to a student with autism. Education & Treatment <\/i>o<\/i>f Children (West Virginia University Press)<\/i>, 35<\/i>, 389-406. doi:10.1353\/etc.2012.0022<\/a><\/p>\r\n Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively <\/i>responsive reading.<\/i> Hillsdale NJ: Erlbaum.<\/p>\r\n Rasinski, T. V. (2012). Why reading fluency should be hot. Reading Teacher<\/i>, 65<\/i>, 516-522. doi:10.1002\/TRTR.01077<\/a><\/p>\r\n Riepl, J. H., Marchand-Martella, N., & Martella, R. C. (2008). The effects of \"reading mastery plus\" on the beginning reading skills of students with intellectual and developmental disabilities. Journal of Direct Instruction, 8<\/i>(1), 29-39.<\/p>\r\n Snow, C. (Chair). (2002). <\/i>Reading for <\/i>understanding<\/i>: Towards a R&D program in reading comprehension<\/i><\/a>.<\/i> Santa Monica, CA: RAND Reading Study Group. Retrieved from\u00a0http:\/\/www.prgs.edu\/content\/dam\/rand\/pubs\/monograph_reports\/2005\/MR1465.pdf<\/a><\/p>\r\n Thomas, C. (2002). Disability theory: Key ideas, issues, and thinkers. In C. Barnes, M. Oliver, & L. Barton (Eds.), Disability studies today<\/i> (pp. 38-57). Cambridge, United Kingdom: Polity Press.<\/p>\r\n WETA Washington, DC (Producer). (2007). Episode 9: A Chance to read [video file<\/a>]. In Launching<\/i> Young Readers<\/i>. Retrieved from\u00a0http:\/\/www.readingrockets.org\/shows\/launching\/chance<\/a><\/p>\r\n Whalon, K., & Hanline, M. F. (2008). Effects of a reciprocal questioning intervention on the question generation and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities<\/i>, 43<\/i>, 367-387.<\/p>","rendered":" Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs?\u00a0Exceptional Children, 80<\/i>, 287-306.<\/p>\n 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 & Training in Autism & Developmental Disabilities, 45<\/i>, 3-22.<\/p>\n American Association on Intellectual and Developmental Disabilities (AAIDD). (2013). Frequently asked questions on intellectual disability. In Definition of Intellectual Disability<\/i>. Retrieved from http:\/\/aaidd.org\/intellectual-disability\/definition\/faqs-on-intellectual-disability<\/a><\/p>\n American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders\u00a0<\/i>(5th ed.). Arlington, VA: American Psychiatric Publishing.<\/p>\n Beecher, L., & Childre, A. (2012). Increasing literacy skills for students with intellectual and developmental disabilities: Effects of integrating comprehensive reading instruction with sign language. Education and Training in Autism and Developmental Disabilities, 47<\/i>, 487-501.<\/p>\n Biklen, D., & Burke, J. (2006). Presuming competence. Equity & Excellence in Education<\/i>.<\/i> 39<\/i>(2), 166-175. doi:10.1080\/10665680500540376<\/a><\/p>\n Broderick, A., & Kasa-Hendrickson, C. (2001). \u201cSay just one word at first\u2019\u2019: The emergence of reliable speech in a student labeled with autism.\u00a0Journal of the Association for Persons with Severe Handicaps, 26<\/i>(1), 13\u201324. doi:10.2511\/rpsd.26.1.13<\/a><\/p>\n Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, <\/i>22<\/i>, 206\u2013219. doi:10.1177\/10883576070220040301<\/a><\/p>\n Center for Disease Control. (2013, December 26). Development<\/i>al d<\/i>isabilities<\/i><\/a>. Retrieved from\u00a0http:\/\/www.cdc.gov\/ncbddd\/developmentaldisabilities\/facts.html<\/a><\/p>\n Conners, F. A., Rosenquist, C. J., Sligh, A. C., Atwell, J. A., & Kiser, T. (2006). Phonological reading skills acquisition by children with mental retardation. Research in Developmental Disabilities, 27,<\/i> 121-137. doi:10.1016\/j.ridd.2004.11.015<\/a><\/p>\n Copeland, S., & Keefe, E. (2007). Effective literacy instruction for students with moderate or severe disabilities.<\/i> Baltimore, MD: Brookes Publishing<\/a>.<\/p>\n Couser, G. T. (2002). Signifying bodies: Life writing and disability studies. In S. L.\u00a0Snyder, B. J. Brueggemann, & R. Garland-Thomson (Eds.), Disability studies: Enabling the humanities<\/i> (pp. 109-117). New York, NY: The Modern Language Association of America.<\/p>\n Deeney, T. (2010). One-minute fluency measures: Mixed messages in assessment andinstruction. The Reading Teacher, 63<\/i>, 440-450. doi:10.1598\/RT.63.6.1<\/a><\/p>\n Donin, J. (2004). Text processing within classroom contexts. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: <\/i>T<\/i>he development and use of print and non-print learning materials <\/i>(pp. 33\u201446). New York, NY: Palgrave Macmillan.<\/p>\n Do\u011fanay Bilgi, A., & \u00d6zmen, E. R. (2014). The impact of modified multi-component cognitive strategy instruction in the acquisition of metacognitive strategy knowledge in the text comprehension process of students with mental retardation. Educational Sciences: Theory & Practice<\/i>, 14<\/i>, 707-714. doi:10.12738\/estp.2014.2.1629<\/a><\/p>\n Eunice Kennedy Shriver National Institute of Child Health and Human Development. (2013, October 29). National Reading Panel<\/i>. <\/i>Retrieved from http:\/\/www.nichd.nih.gov\/research\/ supported\/Pages\/nrp.aspx\/<\/a><\/p>\n Griffith, L.W., & Rasinski, T. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58<\/i>, 126-137. doi:10.1598\/rt.58.2.1<\/a><\/p>\n Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance <\/i>understanding<\/i>. Portland, ME: Stenhouse.<\/p>\n Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher <\/i>59<\/i>,<\/i> <\/i>636-644. doi:10.1598\/RT.59.7.3<\/a><\/p>\n Hua, Y., Hendrickson, J. M., Therrien, W. J., Woods-Groves, S., Ries, P., & Shaw, J. W. (2012). Effects of combined reading and question generation on reading fluency and comprehension of three young adults with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 27<\/i>, 135-146. doi:10.1177\/1088357612448421<\/a><\/p>\n Hudson, M. E., & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36, <\/i>34-45. doi:10.2511\/rpsd.36.1-2.34<\/a><\/p>\n Joseph, L., & Seery, M. (2004). Where is the phonics? A review of the literature on the use of phonetic analysis with students with mental retardation. Remedial and Special Education, <\/i>25<\/i>, 88-94. doi:10.1177\/07419325040250020301<\/a><\/p>\n Katims, D. S. (2000). Literacy instruction for people with mental retardation: Historical highlights and contemporary analysis. Education and Training in Mental Retardation and Developmental Disabilities, 35<\/i>(1), 3-15.<\/p>\n Kliewer, C., & Biklen, D. (2001). “School’s not really a place for reading”: A research synthesis of the literate lives of students with severe disabilities. The Association for Persons with Severe Handicaps, 26<\/i>(1), 1-12. doi:10.2511\/rpsd.26.1.1<\/a><\/p>\n Kluth, P., & Chandler-Olcott, K. (2008). A land we can share: Teaching literacy to students with autism.<\/i> Baltimore, MD: Brookes Publishing.<\/p>\n Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities<\/i>, 28<\/i>, 115-126. doi:10.1177\/1088357612475301<\/a><\/p>\n Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down syndrome. Exceptional Children, 79<\/i>(1), 67-90. doi:10.1177\/001440291207900104<\/p>\n Leslie, L., & Caldwell, J. (2011). Qualitative Reading Inventory<\/i>-5<\/i>. New York, NY: Longman.<\/p>\n Light, J., & McNaughton, D. (2012, August 31). Literacy instruction for individuals with autism, cerebral palsy, Down s<\/i>yndrome, a<\/i>nd other disabilities<\/i>.<\/i> Retrieved from http:\/\/aacliteracy.psu.edu\/<\/a><\/p>\n Lundberg, I., & Reichenberg, M. (2013). Developing reading comprehension among students with mild intellectual disabilities\u2014an intervention study. Scandinavian Journal of Educational Research, 87, <\/i>89\u2013100. doi:10.1080\/00313831.2011.623179<\/a><\/p>\n Moats, L. C., & Hall, S. (2010). Language essentials for teachers of reading and spelling <\/i>(LETRS\u00ae) Module 7\u2014Teaching phonics, word study, and the alphabetic principle<\/i> (2nd ed.). Longmont, CO: Sopris West Educational Services.<\/p>\n Mosley, V. P., Flynt, S. W., & Morton, R. C. (1997). Teaching sight words to students with moderate mental retardation. Reading Improvement, 34<\/i>(1), 2-7.<\/p>\n National Institute of Child Health and Human Development. (2000).\u00a0<\/i>Report of the National\u00a0<\/i>Reading Panel. Teaching children to read: <\/i>A<\/i>n evidence-based assessment of the scientific <\/i>research literature on reading and its implications for reading instruction: Reports of the <\/i>subgroups\u00a0<\/i>(NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. http:\/\/www.nichd.nih.gov\/publications\/pubs\/nrp\/documents\/report.pdf<\/a><\/p>\n Palincsar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1<\/i>(2), 117-175. doi:10.1207\/s1532690xci0102_1<\/a><\/p>\n Pennington, R., Stenhoff, D. M., Gibson, J., & Ballou, K. (2012). Using simultaneous prompting to teach computer-based story writing to a student with autism. Education & Treatment <\/i>o<\/i>f Children (West Virginia University Press)<\/i>, 35<\/i>, 389-406. doi:10.1353\/etc.2012.0022<\/a><\/p>\n Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively <\/i>responsive reading.<\/i> Hillsdale NJ: Erlbaum.<\/p>\n Rasinski, T. V. (2012). Why reading fluency should be hot. Reading Teacher<\/i>, 65<\/i>, 516-522. doi:10.1002\/TRTR.01077<\/a><\/p>\n Riepl, J. H., Marchand-Martella, N., & Martella, R. C. (2008). The effects of “reading mastery plus” on the beginning reading skills of students with intellectual and developmental disabilities. Journal of Direct Instruction, 8<\/i>(1), 29-39.<\/p>\n Snow, C. (Chair). (2002). <\/i>Reading for <\/i>understanding<\/i>: Towards a R&D program in reading comprehension<\/i><\/a>.<\/i> Santa Monica, CA: RAND Reading Study Group. Retrieved from\u00a0http:\/\/www.prgs.edu\/content\/dam\/rand\/pubs\/monograph_reports\/2005\/MR1465.pdf<\/a><\/p>\n Thomas, C. (2002). Disability theory: Key ideas, issues, and thinkers. In C. Barnes, M. Oliver, & L. Barton (Eds.), Disability studies today<\/i> (pp. 38-57). Cambridge, United Kingdom: Polity Press.<\/p>\n WETA Washington, DC (Producer). (2007). Episode 9: A Chance to read [video file<\/a>]. In Launching<\/i> Young Readers<\/i>. Retrieved from\u00a0http:\/\/www.readingrockets.org\/shows\/launching\/chance<\/a><\/p>\n Whalon, K., & Hanline, M. F. (2008). Effects of a reciprocal questioning intervention on the question generation and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities<\/i>, 43<\/i>, 367-387.<\/p>\n","protected":false},"author":623,"menu_order":9,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-228","chapter","type-chapter","status-publish","hentry"],"part":72,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/228","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/users\/623"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/228\/revisions"}],"predecessor-version":[{"id":229,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/228\/revisions\/229"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/parts\/72"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/228\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/media?parent=228"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapter-type?post=228"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/contributor?post=228"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/license?post=228"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}