Teaching the general case to moderately retarded children: Evaluation of a five year project

Gersten, Russell; Maggs, Alex

doi:10.1016/0270-4684(82)90028-3

Cited by 24 publications

(15 citation statements)

References 20 publications

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“…Early studies, coming at a time when expectations for students with mental retardation were low, were important in showing that reading curricula that incorporate word-attack instruction can be implemented in special-education classrooms, rather than in demonstrating changes in reading skills [Apffel et al, 1975;Bracey et al, 1975;Booth et al, 1979;Nietupski et al, 1979;Gersten and Maggs, 1982]. In addition, several early studies compared phonics-teaching procedures to sightword-teaching procedures [Neville and Vandever, 1973;Haring and Krug, 1975;Vandever and Neville, 1976], or phonics to the student's usual instruction [Polloway et al, 1986] and showed better outcomes with phonics.…”

Section: What Is Known About Word-attack Instruction In Individuals Wmentioning

confidence: 99%

Word‐attack skills in individuals with mental retardation

Saunders

2007

Ment. Retard. Dev. Disabil. Res. Rev.

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This article assesses the state of the literature on word-attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word-attack skills in individuals with mental retardation, as has been shown conclusively in typically developing children. This suggests that instruction in PA would facilitate the acquisition of word-attack skills in individuals with mental retardation, as it does with typically developing children. As of yet, however, very few experimental studies designed to demonstrate effective teaching procedures for PA and word-attack skills have been published. This research field might evolve most effectively and efficiently by following a two-step research program. First, test new teaching procedures in a series of small-N studies, each study incorporating modifications of teaching procedures based on the results of the previous study. Once procedures prove effective at this level, the resources necessary to pursue large-scale studies can be used to their best advantage.

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Section: What Is Known About Word-attack Instruction In Individuals Wmentioning

confidence: 99%

Word‐attack skills in individuals with mental retardation

Saunders

2007

Ment. Retard. Dev. Disabil. Res. Rev.

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“…In particular, direct instruction has been found to produce higher academic gains than do traditional approaches when educating children with disabilities (Bateman & Carnine, 1977;Gersten & Maggs, 1982;Stevens & Rosenshine, 1981). However, insufficient research has been conducted to evaluate individual direct-instruction program components (Englert, 1984;Gersten, 1985).…”

mentioning

confidence: 99%

“…Second, systematic feedback, including wholeword correction of word recognition errors, is a component of the direct instruction model (Engelmann & Carnine, 1982), and there is a positive correlation between direct instruction and student achievement (Gersten, Carnine, & White, 1984;Leinhardt, Zigmond, & Cooley, 1981;Reith, Polsgove, & Semmel, 1981;Sindelar, Smith, Harriman, Hale, & Wilson, 1986). In particular, direct instruction has been found to produce higher academic gains than do traditional approaches when educating children with disabilities (Bateman & Carnine, 1977;Gersten & Maggs, 1982;Stevens & Rosenshine, 1981). However, insufficient research has been conducted to evaluate individual direct-instruction program components (Englert, 1984;Gersten, 1985).…”

mentioning

confidence: 99%

Relative Effects of Whole‐word and Phonetic‐prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students With Developmental Disabilities

Barbetta

Heward

Bradley³

1993

J of App Behav Analysis

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We used an alternating treatments design to compare the effects of two procedures for correcting student errors during sight word drills. Each of the 5 participating students with developmental disabilities was provided daily one-to-one instruction on individualized sets of 14 unknown words. Each week's new set of unknown words was divided randomly into two groups of equal size. Student errors during instruction were immediately followed by whole-word error correction (the teacher stated the complete word and the student repeated it) for one group of words and by phonetic-prompt error correction (the teacher provided phonetic prompts) for the other group of words. During instruction, all 5 students read correctly a higher percentage of whole-word corrected words than phonetic-prompt corrected words. Data from same-day tests (immediately following instruction) and next-day tests showed the students learned more words taught with whole-word error correction than they learned with phonetic-prompt error correction.DESCRIPTORS: error correction, remedial trials, developmentally disabled childrenThe importance of providing feedback to students when they make errors is well documented (e.g

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“…This design has been rarely used in special education to date, although its use has been advocated in several recent papers (Sheehan & Keogh, 1981;Gersten & Hauser, in press;Kennedy, 1982) and we have used it successfully in the past (Gersten & Maggs, 1982). In this design, each client's raw score on the pre-test and post-test is converted to a standard score using appropriate norm tables.…”

Section: Evaluation Designmentioning

confidence: 95%

An Alternative to the Institution for Young People with Severely Handicapping Conditions in a Rural Community

Singer

1984

Journal of the Association for Persons with Severe Handicaps

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A rural deinstitutionalization project for young peo ple who experience multiple handicaps and exhibit maladaptive behavior is described. The problems associated with rural service delivery and residential services for young people with problem behaviors are discussed. Measures of adaptive behavior change, maladaptive behavior, daily activities, and consumer satisfaction indicate that young people can be suc cessfully deinstitutionalized regardless of their skill level, their behavior problems, or the geographic nature of their receiving region.

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Teaching the general case to moderately retarded children: Evaluation of a five year project

Cited by 24 publications

References 20 publications

Word‐attack skills in individuals with mental retardation

Word‐attack skills in individuals with mental retardation

Relative Effects of Whole‐word and Phonetic‐prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students With Developmental Disabilities

An Alternative to the Institution for Young People with Severely Handicapping Conditions in a Rural Community

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