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ERIC Number: ED197290
Record Type: RIE
Publication Date: 1980
Pages: 137
Abstractor: N/A
Reference Count: 0
Applying the Mastery Learning Model to Sight Word Instruction for Disabled Readers.
Bryant, N. Dale; And Others
To investigate the possibility that learning disabled children can be taught effectively with a developmental reading program designed for normal learners through careful modification of the teaching procedure, a set of sight word instructional materials was developed that incorporated five learning principles within a mastery learning model: limiting unit size, providing focus, providing distributed practice and review, providing discrimination training, and training for transfer. To determine the effectiveness of these materials, a study was conducted with 32 children (ages 7 to 13) enrolled in diagnostic remedial reading classes. Children received nine 30-minute periods of instruction over the course of three weeks. Lessons were conducted in small groups of two to five children. The goals of instruction were to have the children achieve mastery in three areas: reading 30 sight words in lists, discriminating the 30 words from visually similar words, and reading sentences and stories comprised of the 30 words. Results indicated that at least 80% of the children who received instruction were able to reach high levels of mastery. (The sight word instructional materials--teaching script, teacher's recording sheets, children's practice materials, pretest and posttest materials, and flashcards--are appended.) (HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. Div. of Innovation and Development.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.