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An Evaluation of a Multicomponent Early Literacy Program for Students with Severe Developmental Disabilities

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Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Baker, Joshua – Remedial and Special Education, 2012

This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…

Descriptors: Phonics, Sight Vocabulary, Developmental Disabilities, Phonemic Awareness