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ERIC Number: EJ854566
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0741-9325
Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study
Goddard, Yvonne; Rinderknecht, Laura
Remedial and Special Education, v30 n5 p283-299 2009
Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose of this study was to examine the effectiveness of basic reading strategies on reading skills for an adult with cognitive impairments caused by TBI while using formative assessment to inform instructional decision making. The findings suggest that persons with traumatic brain injury resulting in cognitive and memory impairments may have the potential to learn basic reading skills, even years after a TBI has occurred. (Contains 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Basic Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A