Teaching Letter-Sound Correspondence to Students with Moderate Intellectual Disabilities

Autor/inn/en	Flores, Margaret M.; Shippen, Margaret E.; Alberto, Paul; Crowe, Lee
Titel	Teaching Letter-Sound Correspondence to Students with Moderate Intellectual Disabilities
Quelle	In: Journal of Direct Instruction, 4 (2004) 2, S.173-188 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-0077
Schlagwörter	Teaching Methods; Phoneme Grapheme Correspondence; Identification; Disabilities; Moderate Mental Retardation; Instructional Effectiveness; Elementary School Students; Decoding (Reading); Phonics + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Identifikation; Identifizierung; Handicap; Behinderung; Unterrichtserfolg; Dekodierung
Abstract	This study examined the efficacy of systematic and explicit instruction in phonic decoding for 6 elementary students with moderate intellectual disabilities. A multiple probe across behaviors with embedded changing conditions design was employed in order to analyze the effect of Direct Instruction on teaching the following skills with regard to consonant-vowel-consonant (CVC) words: letter-sound identification, continuous sound blending, sounding out, and decoding (sounding out then telescoping). One student did not master the letter-sound correspondences. The remaining 5 students mastered all of the instructed items in letter-sound identification, continuous sound blending, sounding out, and the decoding of CVC words. In addition, all 5 students demonstrated a generalized understanding of letter-sound correspondence and a generalized skill in sounding out untaught words. However, only 2 students were able to fully decode (sound out then telescope) untaught words. These findings provide evidence that Direct Instruction techniques can be used to teach letter-sound correspondence and decoding to some students with moderate intellectual disabilities. The results have implications for instructional methods and reading expectations for students with moderate intellectual disabilities. (Contains 3 tables and 4 figures.) (Author).
Anmerkungen	Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site: http://www.adihome.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10