NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Literacy Learning in the Twenty-First Century: How Much Have We Learnt?
Peer reviewed Peer reviewed
Direct linkDirect link
Clark, Margaret M. – FORUM: for promoting 3-19 comprehensive education, 2017
Languages differ in the way that speech and meaning are represented in written form: in English, the correspondences are variable. Thus, in learning to read in English there is need for an approach that combines alphabetic decoding and a mastery of sight vocabulary. Teaching children to read should develop from an analysis of the skills and…
Descriptors: Literacy, Written Language, Speech Communication, Phoneme Grapheme Correspondence
Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base
Peer reviewed Peer reviewed
Direct linkDirect link
Spector, Janet E. – Journal of Autism and Developmental Disorders, 2011
This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.'s ("J Autism Dev Disord" 38:1311-1319, 2008) evaluative method for identifying evidence-based practice, and…
Descriptors: Evidence, Student Reaction, Autism, Oral Language
Increasing Literacy Skills for Students with Intellectual and Developmental Disabilities: Effects of Integrating Comprehensive Reading Instruction with Sign Language
Peer reviewed Peer reviewed
Direct linkDirect link
Beecher, Larissa; Childre, Amy – Education and Training in Autism and Developmental Disabilities, 2012
This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading…
Descriptors: Reading Instruction, Reading Programs, Reading, Sign Language
Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Browder, Diane M.; Ahlgrim-Delzell, Lynn; Courtade, Ginevra; Gibbs, Susan L.; Flowers, Claudia – Exceptional Children, 2008
This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate…
Descriptors: Control Groups, Experimental Curriculum, Research Needs, Individualized Education Programs