Literaturnachweis - Detailanzeige
| Autor/inn/en | Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Baker, Joshua |
|---|---|
| Titel | An Evaluation of a Multicomponent Early Literacy Program for Students with Severe Developmental Disabilities |
| Quelle | In: Remedial and Special Education, 33 (2012) 4, S.237-246 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932510387305 |
| Schlagwörter | Phonics; Sight Vocabulary; Developmental Disabilities; Phonemic Awareness; Effect Size; Decoding (Reading); Emergent Literacy; Reading Instruction; Teaching Methods; Severe Disabilities; Program Evaluation; Sight Method; Intervention; Achievement Gains; Curriculum Implementation; Instructional Effectiveness; Control Groups; Experimental Groups; Academic Accommodations (Disabilities) |
| Abstract | This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum or a sight word comparison curriculum. The instructional interventions were implemented over an academic school year. Results indicated that students in the multicomponent early literacy curriculum had significantly higher mean literacy scores than the students in the sight word condition, with small to moderate effect sizes (0.30-0.49). Further analysis indicated that phonics skills appeared to contribute most to the differences between the two curriculum approaches. Implications for teaching decoding skills, one of the components needed for students to become fully literate, are discussed. (Contains 3 tables and 1 note.) (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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