NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ986310
Record Type: Journal
Publication Date: 2012-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-2154-1647
Two Approaches to Phonics Instruction: Comparison of Effects with Children with Significant Cognitive Disability
Finnegan, Elizabeth Grace
Education and Training in Autism and Developmental Disabilities, v47 n3 p269-279 Sep 2012
The effects of two systematic methods of phonics instruction for children with significant cognitive disability were compared. Fifty-two participants, aged 5-12 years were randomly assigned to one of three treatment groups: (i) a synthetic phonics instruction, (ii) an analogy phonics instruction group, and (iii) a control group. Participants in the synthetic and analogy phonics groups received twelve sessions of individual instruction. Findings suggest that for many students with significant cognitive disability systematic phonics instruction is beneficial. Further research should focus on the maintenance and generalization of phonics skills acquired by children with significant cognitive disability. (Contains 7 tables.)
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York