Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners

Autor/inn/en	Davenport, Carrie A.; Konrad, Moira; Alber-Morgan, Sheila R.
Titel	Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners
Quelle	In: Journal of Deaf Studies and Deaf Education, 24 (2019) 2, S.173-185 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/eny038
Schlagwörter	Deafness; Kindergarten; Preschool Children; Educational Games; Reading Skills; Maintenance; Skill Development; Generalization; Sight Vocabulary; Word Recognition; Beginning Reading; Intervention; Vocabulary Development; Program Effectiveness + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Educational game; Lernspiel; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Worterkennung; Erstleseunterricht; Wortschatzarbeit
Abstract	This study examined the effects of a reading racetrack game on acquisition, maintenance, and generalization of sight words for four kindergarten students who are deaf. The game consisted of placing sight words around a racetrack board and prompting the participant to read the words. A multiple probe design across word sets demonstrated a functional relation between the intervention and the participants' acquisition of vocabulary to 100% mastery on at least three consecutive sessions for each participant. Three out of four participants maintained most of the sight words acquired for 2-4 weeks after intervention and generalized reading the words to another presentation format. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01