Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities.
Summary of "Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities."
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.
Department of Educational Psychology and Special Education, Georgia State University, Atlanta, GA 30302, United States.
This article was published in the following journal.
Name: Research in developmental disabilities
- PubMed Source: http://www.ncbi.nlm.nih.gov/pubmed/20630703
- DOI: http://dx.doi.org/10.1016/j.ridd.2010.06.011
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Medical and Biotech [MESH] Definitions
Text editing and storage functions using computer software.
Specialized instruction for students deviating from the expected norm.
Works consisting of discourses for the purpose of religious instruction or exhortation, especially one based on a text of Scripture and delivered by a member of the clergy, as part of a religious service. (From: Random House Unabridged Dictionary, 2d ed)
A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)
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