Literaturnachweis - Detailanzeige
Autor/inn/en | Davenport, Carrie A.; Konrad, Moira; Alber-Morgan, Sheila R. |
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Titel | Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners |
Quelle | In: Journal of Deaf Studies and Deaf Education, 24 (2019) 2, S.173-185 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1081-4159 |
DOI | 10.1093/deafed/eny038 |
Schlagwörter | Deafness; Kindergarten; Preschool Children; Educational Games; Reading Skills; Maintenance; Skill Development; Generalization; Sight Vocabulary; Word Recognition; Beginning Reading; Intervention; Vocabulary Development; Program Effectiveness Gehörlosigkeit; Taubstummheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Educational game; Lernspiel; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Worterkennung; Erstleseunterricht; Wortschatzarbeit |
Abstract | This study examined the effects of a reading racetrack game on acquisition, maintenance, and generalization of sight words for four kindergarten students who are deaf. The game consisted of placing sight words around a racetrack board and prompting the participant to read the words. A multiple probe design across word sets demonstrated a functional relation between the intervention and the participants' acquisition of vocabulary to 100% mastery on at least three consecutive sessions for each participant. Three out of four participants maintained most of the sight words acquired for 2-4 weeks after intervention and generalized reading the words to another presentation format. (As Provided). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |