ERIC Number: EJ1016464
Record Type: Journal
Publication Date: 2013-Mar
Abstractor: As Provided
Reference Count: 36
From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability
Fredrick, Laura D.; Davis, Dawn H.; Alberto, Paul A.; Waugh, Rebecca E.
Education and Training in Autism and Developmental Disabilities, v48 n1 p49-66 Mar 2013
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 environment. Elementary and middle-school students with MoID learned word-analysis skills using simultaneous prompting procedures to explicitly teach verbal imitation of sounds, letter-sound correspondences, retrieval of learned letter-sounds to a predetermined rate of automaticity, and blending with telescoping. After demonstrating mastery of the word-analysis skills the students generalized taught blending skills to untaught CVC words; functional, community words; and environmental, connected-text phrases. A changing-criterion design embedded within a multiple baseline across sound and word sets was implemented for 3 elementary and 2 middle-school students diagnosed with MoID. Students reached mastery criterion for each phase of Initial Phonics and Functional Phonics, and a functional relation was demonstrated between the instructional sequence and students' acquisition of word-analysis skills.
Descriptors: Reading Instruction, Moderate Mental Retardation, Phonics, Sight Method, Sight Vocabulary, Word Recognition, Young Children, Early Adolescents, Teacher Education, Predictor Variables, Measures (Individuals), Naming, Student Evaluation, Fidelity, Validity, Instructional Effectiveness
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: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070144