Corrigendum to “Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCS”

Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020) Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCS. Remedial and Special Education, 41(5) 284–295. DOI: 10.1177/0741932519843184

In this article, there were some errors in the text; specifically, some findings reported in the results were transposed. The authors have provided corrected text as follows:

1. On page 292, the first paragraph has been updated to read: Findings of no content centrality between the lessons in the sample and the CCSS identified by the curricula’s authors were 71% (Unique Learning Systems), 29% (Teaching to the Standards), and 92% (MeVille to WeVille).

2. On page 292 in the second paragraph of the second column the text has been updated to read: For instance, overall, Unique Learning Systems had 29% content centrality to the CCSS identified by the curricula's authors compared with 71% in Teaching to the Standards and 8% in MeVille to WeVille.

The journal editors confirmed that the changes to the article are correcting an error in the text but do not alter the conclusions.