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AutorenBradford, Stacey; Shippen, Margaret E.; Alberto, Paul; Houchins, David E.; Flores, Margaret
TitelUsing Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities
QuelleIn: Education and Training in Developmental Disabilities, 41 (2006) 4, S.333-343 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1547-0350
SchlagwörterGrade 2; Corrective Reading; Sentences; Sight Vocabulary; Reading Programs; Decoding (Reading); Middle School Students; Moderate Mental Retardation; Males; Early Adolescents; Program Effectiveness; Knowledge Level; Phoneme Grapheme Correspondence; Reading Fluency
AbstractThe purpose of this study was to determine the effectiveness of providing middle school students with moderate intellectual disabilities with letter-sound correspondence instruction using the Corrective Reading Program. The study also examined the generalization of decoding skills to untaught functional and community words. Participants were three male students ages 12, 14, and 15 who were taught using the Level A of Corrective Reading Program. Sixty-five lessons each lasting 45-55 minutes were provided three days a week over a six month period. Prior to receiving instruction, students demonstrated minimal decoding skills. Upon completion of the study, students were able to (a) identify letter sound correspondences, (b) sound out words, (c) blend sounds to read words, (d) decode irregularly spelled words, (e) read sentences, and (f) read short passages at the second grade level. Results are discussed in terms of the decoding, fluency, and sight word skills of this population of students. (Contains 5 tables.) (Author).
AnmerkungenDivision on Developmental Disabilities, Council for Exceptional Children. DDD, PO Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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