Teaching the Reading of Connected Text through Sight-Word Instruction to Students with Moderate Intellectual Disabilities

Autor/inn/en	Alberto, Paul A.; Waugh, Rebecca E.; Fredrick, Laura D.
Titel	Teaching the Reading of Connected Text through Sight-Word Instruction to Students with Moderate Intellectual Disabilities
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 31 (2010) 6, S.1467-1474 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.06.011
Schlagwörter	Reading Materials; Form Classes (Languages); Mental Retardation; Reading Instruction; Literature; Reading Comprehension; Reader Text Relationship; Sight Vocabulary + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Geistige Behinderung; Leseunterricht; Literatur; Leseverstehen
Abstract	Sight-word instruction is the most common method of reading instruction for students with Moderate Intellectual Disabilities reported in the research literature. The purpose of this study was to go beyond instruction of single word units to instruction of multiple-word phrases. This study demonstrated the instruction of reading and comprehending individual words and connected text through the use of simultaneous prompting. Instruction progressed through a series of phases which systematically introduced various parts of speech and combinations of parts of speech. Following acquisition, students demonstrated generalization across connected text found in community environments and leisure-reading materials. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10