We conducted a comprehensive review of sight word research with individuals with disabilities since 1980 with the aim of determining the overall effectiveness of sight word research and its specific impact on individuals with moderate and severe disabilities. The review also identified innovations in instructional strategies developed since prior reviews. A total of 48 studies was reviewed. Most studies were conducted with individuals with moderate mental retardation, and the overall mean IQ for research participants was 55; however, other disability groups and levels were represented. Most studies were conducted with elementary school students, but a wide age range was represented, including adults. A meta-analysis using the percentage of nonoverlapping data points (PND) revealed that sight word instruction has been highly effective across individuals for people with moderate and severe disabilities. New strategies have included giving instructive feedback for additional learning, applying constant time delay in group formats, and using more elaborate feedback procedures in a postresponse prompting format. These innovations also included teaching sight words in the context of the community and in general education classes using either heterogeneous groups or peer tutoring. A persistent limitation of sight word research is the failure to measure functional use, which requires both stimulus and response generalization. In the absence of this comprehension measure, sight word research may provide strong demonstrations of teaching students to name words, but falls short of demonstrating that students understand these words or apply them to their daily routines.

No abstract

This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.

No abstract

This study investigated the effectiveness of a main idea strategy and self-monitoring instructional procedure for improving comprehension of textual material in students with high-incidence (e.g., learning and behavioral) disabilities. Thirty-three middle school students with disabilities were randomly assigned to experimental and control groups. Students in the experimental condition were trained to identify and generate main idea statements using main idea strategy instruction and a self-monitoring procedure. Results indicated that the instructional procedures led to increased reading comprehension of students in the experimental group on the training measure, which was maintained over time. On near and far transfer measures, the experimental group statistically outperformed students in the control group on posttest and delayed posttest items requiring selection responses. Students in the experimental group maintained strategy usage 6 weeks later on selection type responses on the near transfer measure but, not on the far transfer measure. Implications for practice are discussed.