Literaturnachweis - Detailanzeige
| Autor/inn/en | Tucker Cohen, Elisabeth; Heller, Kathryn Wolff; Alberto, Paul; Fredrick, Laura D. |
|---|---|
| Titel | Using a Three-Step Decoding Strategy with Constant Time Delay to Teach Word Reading to Students with Mild and Moderate Mental Retardation |
| Quelle | In: Focus on Autism and Other Developmental Disabilities, 23 (2008) 2, S.67-78 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-3576 |
| DOI | 10.1177/1088357608314899 |
| Schlagwörter | Moderate Mental Retardation; Reading Ability; Decoding (Reading); Teaching Methods; Word Recognition; Mild Mental Retardation; Reading Instruction; Time; Memory; Intelligence Quotient; Middle School Students; Elementary School Students |
| Abstract | The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed. (Contains 3 tables and 1 figure.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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