THE EFFECTS OF A DIRECT PHONIC APPROACH IN TEACHING READING WITH SIX MODERATELY RETARDED CHILDREN: ACQUISITION AND MASTERY LEARNING STAGES<sup>1</sup><sup>2</sup>

Bracey, Susan; Maggs, Alex; Morath, Phillip

doi:10.1080/0156655750220203

Cited by 15 publications

(10 citation statements)

References 6 publications

(5 reference statements)

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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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“…Hoogeveen et al (1987Hoogeveen et al ( , 1989) demonstrated positive outcomes introducing letter-sound correspondence to students with moderate intellectual disabilities. Bracey et al (1975) found that six of eight students with moderate intellectual disabilities made significant improvement in sound identification, word reading, and blending skills. Singh (1985, 1988) found that phonic analysis paired with error correction helped this population decrease word recognition errors.…”

mentioning

confidence: 97%

Performance feedback, paraeducators, and literacy instruction for students with significant disabilities

Westover

Martín

2014

J Intellect Disabil

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Literacy skills are fundamental for all learners. For students with significant disabilities, strong literacy skills provide a gateway to generative communication, genuine friendships, improved access to academic opportunities, access to information technology, and future employment opportunities. Unfortunately, many educators lack the knowledge to design or implement appropriate evidence-based literacy instruction for students with significant disabilities. Furthermore, students with significant disabilities often receive the majority of their instruction from paraeducators. This single-subject design study examined the effects of performance feedback on the delivery skills of paraeducators during systematic and explicit literacy instruction for students with significant disabilities. The specific skills targeted for feedback were planned opportunities for student responses and correct academic responses. Findings suggested that delivery of feedback on performance resulted in increased pacing, accuracy in student responses, and subsequent attainment of literacy skills for students with significant disabilities. Implications for the use of performance feedback as an evaluation and training tool for increasing effective instructional practices are provided.

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“…The aim of the study was to determine ifthe children made significant gains in four types of arithmetical skills (object counting, making lines from numerals, the meaning of plus, and increment additions). The results showed significant improvement in each of the skill areas under consideration (Bracey, et al, 1975).…”

Section: Research In Spedal Programsmentioning

confidence: 89%

“…The importance of reading for the mentally retarded should not be underestimated. Being able to read, these children can function more effectively in the community, have greater vocational opportunity, and have a useful leisure-time activity at their disposal (Bracey, et al, 1975).…”

Section: Research In Spedal Programsmentioning

confidence: 99%

Direct Instruction Research in Australia

Maggs

Maggs²

1979

J Spec Educ Technol

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A series of studies in metropolitan and rural areas involving Direct Instruction methods Thomas, 1971, 1975) have been conducted in Australian schools over the past eight years. These studies involved the use of D1STARs, Corrective Reading, and Morphographic Spelling instructional programs with children in regular classes, special classes, withdrawal classes (e.g., pull out groups), and special schools at the elementary and junior high levels. Retarded, migrant, aboriginal, leaming disabled, and socially disadvantaged children have participated in these investigations.The results demonstrate that the Direct Instruction programs have been effective across settings and populations when independently evaluated against norm-referenced and criterion-referenced dependent measures. In addition, the results exceeded the usual expectations held for these populations in relation to academic and intellectual achievement The positive learning outcomes achieved in all these studies, many of which were longitudinal, highlight the fact that there Is now a body of data-based evaluations across settings and populations that show Direct Instruction programs to be effective. The implications for educational administrators, principals, teachers, teacher educators, and parents Is clear. Effectiveinstructionalprograms are now available which can reduce learning gaps, and in many instances completely close the gap between "normal" academic and intellectual development and learning deficits. The body of empirical data on Direct Instruction which now exists offers new options for the administrators, principals, teachers, and teacher educators who seek the best in teaching strategies for children.

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THE EFFECTS OF A DIRECT PHONIC APPROACH IN TEACHING READING WITH SIX MODERATELY RETARDED CHILDREN: ACQUISITION AND MASTERY LEARNING STAGES¹²

Cited by 15 publications

References 6 publications

Word‐attack skills in individuals with mental retardation

Word‐attack skills in individuals with mental retardation

Performance feedback, paraeducators, and literacy instruction for students with significant disabilities

Direct Instruction Research in Australia

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THE EFFECTS OF A DIRECT PHONIC APPROACH IN TEACHING READING WITH SIX MODERATELY RETARDED CHILDREN: ACQUISITION AND MASTERY LEARNING STAGES12

Cited by 15 publications

References 6 publications

Word‐attack skills in individuals with mental retardation

Word‐attack skills in individuals with mental retardation

Performance feedback, paraeducators, and literacy instruction for students with significant disabilities

Direct Instruction Research in Australia

Contact Info

Product

Resources

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THE EFFECTS OF A DIRECT PHONIC APPROACH IN TEACHING READING WITH SIX MODERATELY RETARDED CHILDREN: ACQUISITION AND MASTERY LEARNING STAGES¹²