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ERIC Number: EJ1016446
Record Type: Journal
Publication Date: 2013-Sep
Pages: 19
Abstractor: As Provided
ISSN: ISSN-2154-1647
Sight Word Literacy: A Functional-Based Approach for Identification and Comprehension of Individual Words and Connected Text
Alberto, Paul A.; Waugh, Rebecca E.; Fredrick, Laura D.; Davis, Dawn H.
Education and Training in Autism and Developmental Disabilities, v48 n3 p332-350 Sep 2013
Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum for Students with Moderate to Severe Intellectual Disabilities. This component consists of three word sets of controlled vocabulary and two sets of functional vocabulary selected to remediate deficits reported in the current body of published research. Remediative features include motor demonstrations of comprehension and systematic instruction of both individual words and connected text. From the four years of data of this funded project, illustrative data for individual and small group instruction are presented. A functional relation is demonstrated between student performance and the curriculum component through use of changing-criterion designs embedded with multiple-baseline designs.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Binet Intelligence Scale; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children
IES Funded: Yes
Grant or Contract Numbers: R324A070144