Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities

Autor/inn/en	Browder, Diane; Ahlgrim-Delzell, Lynn; Spooner, Fred; Mims, Pamela J.; Baker, Joshua N.
Titel	Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities
Quelle	In: Exceptional Children, 75 (2009) 3, S.343-364 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Literacy Education; Sight Vocabulary; Developmental Disabilities; Word Recognition; Instructional Effectiveness; Severe Disabilities; Time Factors (Learning); Teaching Methods; Literature Reviews; Pictorial Stimuli; Reading Instruction; Prompting + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Worterkennung; Unterrichtserfolg; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Fantasieanregung; Leseunterricht; Benutzerführung
Abstract	A review of the literature was conducted for articles published between 1975 and 2007 on the application of time delay as an instructional procedure to teach word and picture recognition to students with severe developmental disabilities in an effort to evaluate time delay as an evidence-based practice. A total of 30 experiments were analyzed using quality indicators for single-subject design research. In general, we found that time delay was an evidence-based practice for teaching picture and sight word recognition supported by standards for evidence-based practice proposed by Horner et al. (2005). We discuss lessons learned in summarizing a body of literature to define an evidence-based practice and suggestions for better defining the practice. (Contains 3 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10