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Establishing Sound Blending in Moderately Mentally Retarded Children: Implications of Verbal Instruction and Pictorial Prompting.
Peer reviewed Peer reviewed
Hoogeveen, Frans R.; And Others – Research in Developmental Disabilities, 1989
Two experiments with moderately mentally retarded students found that (1) adequate verbal instruction had a modest but significant effect on the subjects' ability to blend consonant sounds, and (2) training without pictorial prompts resulted in better blending than training with pictorial prompts. (Author/DB)
Descriptors: Beginning Reading, Consonants, Decoding (Reading), Elementary Secondary Education
Two Approaches to Reading Instruction with Children with Disabilities: Does Program Design Make a Difference?
Peer reviewed Peer reviewed
O'Connor, Rollanda E.; And Others – Exceptional Children, 1993
Comparison of "Distar Reading Mastery" and Addison Wesley's "Superkids" beginning reading programs with 81 children in transitional kindergarten special education classes found no significant differences at the end of the treatment year or at one-year follow-up. However, among children making the most gains, the Distar group…
Descriptors: Beginning Reading, Disabilities, Instructional Effectiveness, Instructional Materials
Basic Reading Skills. Volume 2. Research Review Series.
Bryant, N. Dale; And Others – 1979
This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…
Descriptors: Basic Skills, Beginning Reading, Elementary Education, Instructional Effectiveness