Sight Word Literacy: A Functional-Based Approach for Identification and Comprehension of Individual Words and Connected Text

Autor/inn/en	Alberto, Paul A.; Waugh, Rebecca E.; Fredrick, Laura D.; Davis, Dawn H.
Titel	Sight Word Literacy: A Functional-Based Approach for Identification and Comprehension of Individual Words and Connected Text
Quelle	In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 3, S.332-350 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Mental Retardation; Literacy; Reading Instruction; Sight Vocabulary; Elementary School Students; Middle School Students; Error Correction; Functional Reading; Reading Research; Instructional Materials; Interrater Reliability; Fidelity; Validity; Word Recognition; Reading Comprehension; Longitudinal Studies; Stanford Binet Intelligence Scale; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Geistige Behinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrektur; Leseforschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interrater-Reliabilität; Gültigkeit; Worterkennung; Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum for Students with Moderate to Severe Intellectual Disabilities. This component consists of three word sets of controlled vocabulary and two sets of functional vocabulary selected to remediate deficits reported in the current body of published research. Remediative features include motor demonstrations of comprehension and systematic instruction of both individual words and connected text. From the four years of data of this funded project, illustrative data for individual and small group instruction are presented. A functional relation is demonstrated between student performance and the curriculum component through use of changing-criterion designs embedded with multiple-baseline designs. (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://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10