Teaching sight words to children with moderate to mild mental retardation: Comparison between instructional procedures
Publication year
2006Source
American Journal on Mental Retardation, 111, 5, (2006), pp. 357-365ISSN
Publication type
Article / Letter to editor
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Organization
SW OZ BSI OLO
Journal title
American Journal on Mental Retardation
Volume
vol. 111
Issue
iss. 5
Page start
p. 357
Page end
p. 365
Subject
Learning and PlasticityAbstract
Differential effects of three training procedures to teach sight words to 13 children with moderate to mild mental retardation were investigated in an alternating treatments design. Number of correct responses was assessed during probe sessions in word-alone (word was presented without picture), integrated-picture (word was presented with integrated picture, no fading), and picture-fading (integrated picture was faded out) conditions. Results show that most children learned to identify sight words fastest in the word-alone condition. Effects were largely maintained during follow-up at 2 to 5 weeks after training.
This item appears in the following Collection(s)
- Academic publications [238426]
- Faculty of Social Sciences [29483]
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