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Direct linkMannion, Lydia – Educational Psychology in Practice, 2022
This paper evaluates literature surrounding the effectiveness of Precision Teaching (PT) for improving the skill acquisition of children with autism. PT's aim is the attainment of behavioural fluency across educational and social contexts, as well as potentiality to enhance the learning of pupils with autism. This review evaluates the existing…
Descriptors: Teaching Methods, Students with Disabilities, Autism, Pervasive Developmental Disorders
Download full textAlnahdi, Ghaleb Hamad – International Education Studies, 2015
A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…
Descriptors: Mental Retardation, Reading Instruction, Literature Reviews, Teaching Methods
Peer reviewedSinger, Harry – Reading Research Quarterly, 1980
Critiques an experiment by M. Arlin, M. Scott, and J. Webster (see EJ 206 153) in which their pictures as an aid to learning hypothesis contrasts with the focal attention hypothesis supported by research by H. Singer, S. J. Samuels, and J. Spiroff (see EJ 105 648). (MKM)
Descriptors: Beginning Reading, Elementary Education, Pictorial Stimuli, Reading Instruction
Groff, Patrick – 1989
Numerous reviews of the experimental research conclude that phonics is indispensable in word recognition instruction. However, there have been numerous objections to phonics teaching over the years. Some of the intolerance of phonics teaching reflects a lack of knowledge about the subject. Critics suggest that phonics hinders children's learning…
Descriptors: Beginning Reading, Decoding (Reading), Educational Philosophy, Elementary Education
Conners, Frances A. – American Journal on Mental Retardation, 1992
Analysis of research on reading instruction for children with moderate mental retardation indicated that word analysis instruction is a feasible option; word analysis is the most effective method of oral reading error correction; and the strongest sight-word instruction methods include those that use picture integration, constant delay, and the…
Descriptors: Decoding (Reading), Elementary Secondary Education, Error Correction, Moderate Mental Retardation
Peer reviewedBrowder, Diane M.; Lalli, Joseph S. – Research in Developmental Disabilities, 1991
This review of 20 years of literature on sight word instruction for individuals with handicaps examines effectiveness data for procedures teaching word recognition and comprehension. Covered are "errorless procedures," prompt elimination, stimulus fading, time delay, easy to hard discrimination, and trial and error with feedback. Two tables…
Descriptors: Developmental Disabilities, Difficulty Level, Discrimination Learning, Feedback
Groff, Patrick – 1985
Intended to help dispel several unsupported "myths" about reading instruction, this book analyzes a selected group of teaching practices that have been supported by reading experts but not by research findings. The "myths" discussed in the first 12 chapters of the book are as follows: (1) phonics hinders comprehension; (2) unpredictable spelling…
Descriptors: Context Clues, Dictionaries, Educational Theories, Elementary Education
