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From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability
| Content Provider | Semantic Scholar |
|---|---|
| Author | Fredrick, Laura D. Davis, Dawn H. Alberto, Paul A. Waugh, Rebecca E. |
| Copyright Year | 2013 |
| Abstract | 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 students with MoID learned word-analysis skills using simultaneous prompting procedures to explicitly teach verbal imitation of sounds, letter-sound correspondences, retrieval of learned letter-sounds to a predetermined rate of automaticity, and blending with telescoping. After demonstrating mastery of the word-analysis skills the students generalized taught blending skills to untaught CVC words; functional, community words; and environ- mental, connected-text phrases. A changing-criterion design embedded within a multiple baseline across sound and word sets was implemented for 3 elementary and 2 middle-school students diagnosed with MoID. Students reached mastery criterion for each phase of Initial Phonics and Functional Phonics, and a functional relation was demonstrated between the instructional sequence and students' acquisition of word-analysis skills. |
| Starting Page | 49 |
| Ending Page | 66 |
| Page Count | 18 |
| File Format | PDF HTM / HTML |
| Volume Number | 48 |
| Alternate Webpage(s) | http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/ETADD_48(1)_49-66.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
