NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Mechling, Linda C.; Gast, David L.; Thompson, Kimberly L. – Journal of Special Education Technology, 2009
This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students…
Descriptors: Reading, Moderate Mental Retardation, Sight Vocabulary, Observational Learning
A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities
Direct linkDirect link
De La Cruz, Carrie F. – ProQuest LLC, 2009
Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with…
Descriptors: Instructional Development, Program Evaluation, Reading, Autism
Use of a Constant Time Delay Procedure in Teaching Preschoolers in a Group Format.
Peer reviewed Peer reviewed
Alig-Cybriwsky, Catherine; And Others – Journal of Early Intervention, 1990
Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…
Descriptors: Beginning Reading, Disabilities, Instructional Effectiveness, Observational Learning