Visual Feedback in Word Acquisition Behaviour in Moderately Retarded Subjects

Jackson, Merrill

doi:10.1080/0156655740210303

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…However, because of the smallness of the sample, it might be useful to comment on the raw score differences. These results add further evidence to a previous experiment in which words were demonstrated to have reinforcement value for TMR subjects (Jackson, 1974).…”

Section: Discussionsupporting

confidence: 75%

Manipulating Visual Feedback in Word Acquisition Behavior in Tmr Subjects

Jackson

1977

J Spec Educ

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An attempt was made to examine the differential effects of visual-cognitive type feedback on the acquisition of word-object association behavior in a sample of 12 trainable retarded children. It was hypothesized that word feedback would be the more effective method in acquiring associative behaviors. IVord and object replica feedback were manipulated. It was found that while both forms of feedback facilitated associative behavior, there was a strong tendency for word feedback to be superior. The difference, however, was not of statistical significance. Clinical evidence supporting the hypothesis was considered.

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Section: Discussionsupporting

confidence: 75%

Manipulating Visual Feedback in Word Acquisition Behavior in Tmr Subjects

Jackson

1977

J Spec Educ

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“…H istorically, children with intellectual disabilities, including Down syndrome, were not expected to learn to read, and their teachers and parents did not view reading instruction as a priority for them (Katims, 2000). When provided, reading instruction was frequently limited to the research supported practice of teaching children to visually identify words and match them to corresponding objects or pictures (Brown et al, 1972;Cooke, Heron, Heward, & Test, 1982;Folk & Campbell, 1978;Jackson, 1974;Sidman, Cresson, & Willson-Morris, 1974). Although effective at increasing the reading of a relatively small number of taught words, the limitations of this approach are clear, and evidence has demonstrated that this type of instruction does not lead to the skills needed to become an independent reader-namely, improvements in the reading of nontaught words, reading fluency, or comprehension (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006;Browder & Xin, 1998).…”

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confidence: 99%

Modeling Response to Reading Intervention in Children With Down Syndrome: An Examination of Predictors of Differential Growth

Lemons

Fuchs

2010

Reading Research Quarterly

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Practitioners are increasingly expected to provide reading instruction to students with intellectual disabilities to help them become literate. Whereas explicit, systematic reading instruction is effective at preventing reading difficulties for most young children, its effectiveness for children with intellectual disabilities remains unclear. The study's purpose was to explore this issue by identifying important child characteristics predictive of differential growth in targeted reading skills in response to a reading intervention that targeted phonological awareness, letter sound knowledge, and reading of decodable, sight, and nonsense words. One‐on‐one instruction was provided to 24 children with Down syndrome between the ages of 7 and 16 years. Results indicate that a majority of children demonstrated statistically significant growth on letter sounds, taught sight words, and decodable words. Children with Down syndrome who entered the study with more advanced word identification skills made greater gains in decodable word reading; those with more advanced phoneme segmentation skills made greater gains in nonsense word reading. Overall, findings suggest that incorporating elements of explicit, systematic reading instruction into interventions for children with Down syndrome may be beneficial for many. [Note: Christopher Lemons discusses the research presented in this article in a podcast at the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/38301.] تزداد التوقعات من الممارسين ليوفروا تعليم القراءة للطلاب المعوقين ذهنياً لمساعدتهم في أن يتعلموا القراءة والكتابة. ومع أن التعليم المباشر والمنتظم هو فعال للحيلولة دون الصعوبات القرائية لمعظم الصغار فإن فعاليته مع الصغار المصابين بتعوقات ذهنية تتبقى غامضة. إن غرض هذه الدراسة كان لفحص هذه القضية من خلال تعيين خصائص الولد المهمة المتكهنة للتنمية المتفاوتة في مهارات القراءة المستهدفة في ردود الأفعال لتدخل القراءة الذي ركز على الوعي الصوتي ومعرفة صوت الحرف وقراءة الكلمات المفككة والمفهومة بنظرة واحدة والفارغة المعنى. لذا تم توفير التعليم وجهاً لوجه لـ24 ولداً مصاباً بمتلازمة داون بين السابعة إلى السادسة عشر من عمرهم. وتشير النتائج إلى أن أغلبية الأولاد أظهروا تقدماً ذا شأن من حيث الإحصائيات بالنسبة لأصوات الحروف والكلمات المتعلمة بنظرة واحدة والكلمات المفككة. والأولاد المصابون بمتلازمة داون الذين دخلوا الدراسة ولديهم مهارات متقدمة من حيث تعريف الكلمة حققوا أكثر تقدم في قراءة الكلام الصالح للتفكيك والذين يتمتعون بتقدم في مهارات التقسيم الصوتي حققوا أكثر تقدم في قراءة الكلمات الفارغة المعنى. وإجمالياً تقترح النتائح أن إدماج العناصر من تعليم القرءاة المباشر والمنتظم في التدخلات للأولاد المصابين بمتلازمة داون قد تفيد الكثير. [Podcast: http://www.voiceofliteracy.org/posts/38301.] 从业人员日益被期望能为智障学生提供阅读教学，发展他们读写能力。明示的、系统性的阅读教学对大部分年幼学童来说，能有效地预防阅读上的困难，但对于智障童来说，其成效尚未明确。本研究旨在通过识别重要的学童特性去探究上述问题。这些学童特性可预测学童在一项阅读技巧干预教学中的个别成绩差异。该项干预教学针对施教语音意识、字母读音知识，以及可解码字词的阅读、常用字词的阅读及没有意义字词的阅读。教师为24名7至16岁患有唐氏综合症的学童提供一对一的阅读教学。研究结果显示，大部分的学童在字母读音、已教授过的常用字词及可解码的字词阅读能力方面，均有显著增长。那些在参加本研究前已具有较高级单词识别技巧的唐氏综合症学童，在阅读可解码的字词方面有较大的进步；而那些具有较高级音素分割技能的，则在阅读没有意义的字词方面有较大的进步。整体而言，本研究结果表明，把明示的、系统性的阅读教学元素...

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Visual Feedback in Word Acquisition Behaviour in Moderately Retarded Subjects

Cited by 2 publications

References 7 publications

Manipulating Visual Feedback in Word Acquisition Behavior in Tmr Subjects

Manipulating Visual Feedback in Word Acquisition Behavior in Tmr Subjects

Modeling Response to Reading Intervention in Children With Down Syndrome: An Examination of Predictors of Differential Growth

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