From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability

Reading instruction for students with MoID is typically limited to sight-word instruction. We developed a 2-part, phonetic instructional sequence based upon Direct Instruction teaching methodology to teach students with MoID word-analysis skills that generalize to untaught words encountered in their...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Education and training in autism and developmental disabilities 2013-03, Vol.48 (1), p.49-66
Hauptverfasser:	Fredrick, Laura D., Davis, Dawn H., Alberto, Paul A., Waugh, Rebecca E.
Format:	Artikel
Sprache:	eng
Schlagworte:	Aural learning Autistic disorder Cognitive ability Corrective Reading Direct Instruction Disability Early Adolescents Fidelity Instructional Effectiveness Intellectual disability Learning Literacy Mastery learning Measures (Individuals) Moderate Intellectual Disability Moderate Mental Retardation Naming Phonetics Phonics Predictor Variables Reading Reading Instruction Reading Programs Sight Method Sight Vocabulary Skills Sound Sound design Special needs students Student Evaluation Studies Teacher Education Teachers Teaching Methods Validity Word Recognition Young Children
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!