Literaturnachweis - Detailanzeige
| Autor/inn/en | Browder, Diane M.; Hudson, Melissa E.; Wood, Alyson Leah |
|---|---|
| Titel | Teaching Students with Moderate Intellectual Disability Who Are Emergent Readers to Comprehend Passages of Text |
| Quelle | In: Exceptionality, 21 (2013) 4, S.191-206 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0936-2835 |
| DOI | 10.1080/09362835.2013.802236 |
| Schlagwörter | Moderate Mental Retardation; Prompting; Middle School Students; Reading Instruction; Reading Comprehension; Teaching Methods; Time Factors (Learning); Instructional Effectiveness; Definitions; Instructional Materials; Intervention; Generalization; Questionnaires; Wechsler Intelligence Scale for Children; Woodcock Language Proficiency Battery |
| Abstract | A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants to pair WH words to their definition. A modified system of least intrusive prompting was used to teach strategies for answering comprehension questions. All participants improved the number of correct responses for both rules definitions and comprehension responses from baseline to intervention. Additionally, probes collected during the session prior to the introduction of a new book indicated comprehension skills generalized to new untaught books. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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