Teaching Letter Sound Correspondence to Preschool Students with Developmental and Intellectual Disabilities

Autor/inn/en	Wright, Heidi Brittain Matthews; Flores, Margaret M.; Dunn, Caroline; Shippen, Margaret M.; Darch, Craig
Titel	Teaching Letter Sound Correspondence to Preschool Students with Developmental and Intellectual Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 57 (2022) 2, S.204-215 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Phoneme Grapheme Correspondence; Preschool Children; Preschool Education; Students with Disabilities; Instructional Effectiveness; Reading Skills; Reading Instruction; Decoding (Reading); Autism; Pervasive Developmental Disorders; Developmental Delays + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Reading skill; Lesefertigkeit; Leseunterricht; Dekodierung; Autismus; Entwicklungsverzögerung
Abstract	This study explored the effects of instruction in letter sound correspondence (LSC) with four preschool students with disabilities. The study included participants with developmental delay, autism spectrum disorder, and communication disorders. Researchers incorporated nonverbal methods of response to accommodate study participants with communication deficits. All four participants met criteria across behaviors for identifying letter sound correspondence. Study participants exhibited positive attitudes toward learning with the intervention. An analysis of graphed data showed evidence of a relation between the intervention in letter sound correspondence and the number of correct responses on LSC probes. The results of this study confirmed previous research that showed students with low incidence disabilities can acquire the reading prerequisite skill of letter sound correspondence. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01