Teaching Sight Words to Children with Moderate to Mild Mental Retardation: Comparison between Instructional Procedures

Autor/inn/en	Didden, Robert; de Graaff, Saskia; Nelemans, Marielle; Vooren, Martijn; Lancioni, Giulio
Titel	Teaching Sight Words to Children with Moderate to Mild Mental Retardation: Comparison between Instructional Procedures
Quelle	In: American Journal on Mental Retardation, 111 (2006) 5, S.357-365 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-8017
DOI	10.1352/0895-8017(2006)111[357:TSWTCW]2.0.CO;2
Schlagwörter	Mild Mental Retardation; Sight Vocabulary; Instructional Effectiveness; Children; Teaching Methods; Comparative Analysis; Pictorial Stimuli; Reading Instruction + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Child; Kind; Kinder; Teaching method; Lehrmethode; Unterrichtsmethode; Fantasieanregung; Leseunterricht
Abstract	Differential effects of three training procedures to teach sight words to 13 children with moderate to mild mental retardation were investigated in an alternating treatments design. Number of correct responses was assessed during probe sessions in word-alone (word was presented without picture), integrated-picture (word was presented with integrated picture, no fading), and picture-fading (integrated picture was faded out) conditions. Results show that most children learned to identify sight words fastest in the word-alone condition. Effects were largely maintained during follow-up at 2 to 5 weeks after training. (Author).
Anmerkungen	American Association on Mental Retardation. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aamr.org/Periodicals/index.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10