ERIC Number: EJ1336698
Record Type: Journal
Publication Date: 2022-Jun
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-1647
EISSN: N/A
Teaching Letter Sound Correspondence to Preschool Students with Developmental and Intellectual Disabilities
Wright, Heidi Brittain Matthews; Flores, Margaret M.; Dunn, Caroline; Shippen, Margaret M.; Darch, Craig
Education and Training in Autism and Developmental Disabilities, v57 n2 p204-215 Jun 2022
This study explored the effects of instruction in letter sound correspondence (LSC) with four preschool students with disabilities. The study included participants with developmental delay, autism spectrum disorder, and communication disorders. Researchers incorporated nonverbal methods of response to accommodate study participants with communication deficits. All four participants met criteria across behaviors for identifying letter sound correspondence. Study participants exhibited positive attitudes toward learning with the intervention. An analysis of graphed data showed evidence of a relation between the intervention in letter sound correspondence and the number of correct responses on LSC probes. The results of this study confirmed previous research that showed students with low incidence disabilities can acquire the reading prerequisite skill of letter sound correspondence.
Descriptors: Phoneme Grapheme Correspondence, Preschool Children, Preschool Education, Students with Disabilities, Instructional Effectiveness, Reading Skills, Reading Instruction, Decoding (Reading), Autism, Pervasive Developmental Disorders, Developmental Delays
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A