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by: B. Fossett, P. Mirenda
Amazon.com's Price: $7.95 Prices subject to change.
Binding: Digital
Format: HTML
Label: Elsevier
Manufacturer: Elsevier
Number Of Pages: 18
Publisher: Elsevier
Studio: Elsevier
Editorial Review:
Product Description:
This digital document is a journal article from Research in Developmental Disabilities, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
Numerous instructional techniques have been used to teach sight word reading skills to individuals with developmental disabilities. The results of research incorporating paired associate instruction, in which familiar pictures are paired with unknown print stimuli, suggest that pictures ''block'' (i.e., interfere with) learners' ability to recognize novel text. On the other hand, there is some evidence that both stimulus fading and picture-to-text matching techniques can be used successfully to teach sight word recognition. The present study used an adapted alternating treatments design [Sindelar, P. T., Rosenberg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67-76] to compare paired associate and picture-to-text matching techniques for teaching a small corpus of unknown words to two children with developmental disabilities. Results indicated that the picture-to-text matching condition was more effective than the paired associate condition for developing a small sight word vocabulary. Follow-up data for one participant showed that skills developed using the picture-to-text matching strategy were maintained 4 months after intervention. Further research is necessary to extend these findings, particularly in terms of the development of larger sight word vocabularies and the transition from sight word reading to more conventional reading skills.
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