NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Phonics and Spelling Intervention for Three Children with Down Syndrome
Peer reviewed Peer reviewed
Direct linkDirect link
Bridget Letuzinger; Derek B. Rodgers; Mackenzie E. Savaiano – Education and Training in Autism and Developmental Disabilities, 2024
The current study examined the effectiveness of a reading curriculum of explicit instruction on the letter-sound knowledge of a sample of elementary-aged students with Down syndrome. The procedures were adapted from prior research (King et al., 2020; Lemons et al., 2018; Lemons et al., 2015). Three participants between 9 and 11 years old…
Descriptors: Phonics, Spelling Instruction, Down Syndrome, Intervention
Effects of Systematic Instruction and an Augmentative Communication Device on Phonics Skills Acquisition for Students with Moderate Intellectual Disability Who Are Nonverbal
Peer reviewed Peer reviewed
Direct linkDirect link
Lynn Ahlgrim-Delzell; Diane Browder; Leah Wood – Education and Training in Autism and Developmental Disabilities, 2014
Percentages of correct responses to decoding probes (i.e., phoneme identification, blending phonemes to identify words, blending phonemes to identify pictures) were measured across three participants with moderate intellectual disability or autism in elementary school. Time delay and system of least prompts were used in conjunction with an AAC…
Descriptors: Moderate Mental Retardation, Augmentative and Alternative Communication, Phonics, Skill Development
From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability
Peer reviewed Peer reviewed
Direct linkDirect link
Fredrick, Laura D.; Davis, Dawn H.; Alberto, Paul A.; Waugh, Rebecca E. – Education and Training in Autism and Developmental Disabilities, 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…
Descriptors: Reading Instruction, Moderate Mental Retardation, Phonics, Sight Method
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Jones, Francesca G.; Champlin, Tammi M. – Education and Training in Autism and Developmental Disabilities, 2010
The primary purpose of our research was to determine if a comprehensive, phonics-based, direct instruction reading program would be effective in teaching early reading and language skills to students with moderate intellectual disabilities (ID). Participants were 28 elementary students from 10 public schools in an urban school district and one…
Descriptors: Urban Schools, Intervention, Phonics, Early Reading