From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability

Autor/inn/en	Fredrick, Laura D.; Davis, Dawn H.; Alberto, Paul A.; Waugh, Rebecca E.
Titel	From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 1, S.49-66 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Reading Instruction; Moderate Mental Retardation; Phonics; Sight Method; Sight Vocabulary; Word Recognition; Young Children; Early Adolescents; Teacher Education; Predictor Variables; Measures (Individuals); Naming; Student Evaluation; Fidelity; Validity; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Leseunterricht; Look-and-say method; Ganzheitsmethode; Worterkennung; Frühe Kindheit; Lehrerausbildung; Lehrerbildung; Prädiktor; Messdaten; Schulnote; Studentische Bewertung; Gültigkeit; Unterrichtserfolg
Abstract	Reading instruction for students with MoID is typically limited to sight-word instruction. We developed a 2-part, phonetic instructional sequence based upon Direct Instruction teaching methodology to teach students with MoID word-analysis skills that generalize to untaught words encountered in their environment. Elementary and middle-school students with MoID learned word-analysis skills using simultaneous prompting procedures to explicitly teach verbal imitation of sounds, letter-sound correspondences, retrieval of learned letter-sounds to a predetermined rate of automaticity, and blending with telescoping. After demonstrating mastery of the word-analysis skills the students generalized taught blending skills to untaught CVC words; functional, community words; and environmental, connected-text phrases. A changing-criterion design embedded within a multiple baseline across sound and word sets was implemented for 3 elementary and 2 middle-school students diagnosed with MoID. Students reached mastery criterion for each phase of Initial Phonics and Functional Phonics, and a functional relation was demonstrated between the instructional sequence and students' acquisition of word-analysis skills. (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