Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities

Paul A Alberto; Rebecca E Waugh; Laura D Fredrick

doi:10.1016/j.ridd.2010.06.011

Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities

Res Dev Disabil. 2010 Nov-Dec;31(6):1467-74. doi: 10.1016/j.ridd.2010.06.011. Epub 2010 Jul 14.

Authors

Paul A Alberto¹, Rebecca E Waugh, Laura D Fredrick

Affiliation

¹ Department of Educational Psychology and Special Education, Georgia State University, Atlanta, GA 30302, USA. palberto@gsu.edu

PMID: 20630703
DOI: 10.1016/j.ridd.2010.06.011

Abstract

Sight-word instruction is the most common method of reading instruction for students with Moderate Intellectual Disabilities reported in the research literature. The purpose of this study was to go beyond instruction of single word units to instruction of multiple-word phrases. This study demonstrated the instruction of reading and comprehending individual words and connected text through the use of simultaneous prompting. Instruction progressed through a series of phases which systematically introduced various parts of speech and combinations of parts of speech. Following acquisition, students demonstrated generalization across connected text found in community environments and leisure-reading materials.

Publication types

Clinical Trial
Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Adolescent
Child
Dyslexia / rehabilitation*
Education of Intellectually Disabled / methods*
Education, Special / methods*
Female
Humans
Intellectual Disability / rehabilitation*
Male
Reading*
Severity of Illness Index
Visual Perception