Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities

Research in Developmental Disabilities
P A AlbertoLaura D Fredrick

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.

References

Jul 29, 1998·Child Development·G J Whitehurst, C J Lonigan
Jan 13, 2004·American Journal of Physiology. Heart and Circulatory Physiology·Helge WiigPer Ole Iversen
Jun 12, 2004·Language, Speech, and Hearing Services in Schools·Laura M Justice, Helen K Ezell
Aug 12, 2009·Research in Developmental Disabilities·Rebecca E WaughPaul A Alberto

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Citations

Feb 19, 2013·Research in Developmental Disabilities·Inmaculada FajardoAntonio Ferrer
Sep 15, 2012·Behavior Modification·Dawn H DavisRegine Haardörfer
Nov 9, 2017·American Journal on Intellectual and Developmental Disabilities·Rachel Sermier DessemontetNicole Bayer
Sep 11, 2018·American Journal on Intellectual and Developmental Disabilities·Jill H AllorJennifer P Cheatham
Feb 13, 2018·Journal of School Psychology·Christopher J LemonsDeborah J Fidler
Jan 22, 2019·International Journal of Developmental Disabilities·Turki A Alquraini, Shaila M Rao

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