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Direct linkMcArthur, Genevieve; Castles, Anne; Kohnen, Saskia; Larsen, Linda; Jones, Kristy; Anandakumar, Thushara; Banales, Erin – Journal of Learning Disabilities, 2015
The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training (reading via grapheme-phoneme…
Descriptors: Phonics, Dyslexia, Children, Teaching Methods
Sweat, Karen – ProQuest LLC, 2014
Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic…
Descriptors: Speech Impairments, Qualitative Research, Case Studies, Parent Attitudes
Burns, Matthew K. – School Psychology Quarterly, 2007
Sight-word instruction can improve functioning with various daily, recreational, and work-related tasks among children with moderate to severe disabilities. Previous research has demonstrated the effectiveness of drill methods to teach sight words if the model contains at least 50% known items, which would also increase the number of opportunities…
Descriptors: Sight Vocabulary, Mental Retardation, Drills (Practice), Opportunities
Van der Bijl, Corne; Alant, Erna; Lloyd, Lyle – Research in Developmental Disabilities: A Multidisciplinary Journal, 2006
The aim of this research study was to compare two strategies of sight word instruction in children attending a school for learners with moderate to severe mental disability, namely modified orthography (MO) and modified orthography where an association was made between the modification and the traditional orthography (MO/TO) together with a…
Descriptors: Teaching Methods, Reading Instruction, Instructional Effectiveness, Children
Peer reviewedWatson, T. Steuart; Ray, Kimberly P. – School Psychology Quarterly, 1997
Evaluates the effectiveness of two different intertrial intervals for increasing the sight word vocabulary of four learning disabled students. Results indicate that, when measuring learning as a function of instructional time, immediate presentation resulted in a faster learning rate than did the five-second condition for three of the…
Descriptors: Children, Elementary Education, Intervention, Learning Disabilities
