Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities

Bradford, S.; Alberto, P.; Houchins, D.; Shippen, M.; Flores, M.
Abstract:
This study examined the effect of the letter-sound correspondence instruction of the Corrective Reading program on three male middle school students with moderate intellectual disabilities. Additionally, this study examined the generalization of decoding skills to previously untaught functional and community words. The students were instructed using Level A of the Corrective Reading program for 45-55 minutes a day, three days a week, over a period of six months. Prior to the intervention, the students were tested using a teacher-designed placement to determine student’s basic reading skills. Students were later tested with program-based mastery tests. Following the intervention they were administered post-testing with the Dolch Sight Words test or the Edmark functional words test, as well as the Corrective Reading Program placement test. All three students completed Level A of the Corrective Reading Decoding program. Prior to the beginning of the study, all three students demonstrated minimal decoding skills. By the end of the study, students demonstrated their ability to identify letter sound correspondences, sound out words, blend sounds to read words, decode irregularly spelled words, read sentences, and read short passages at the second grade level. The results reported in this study reinforce previous research on the ability of students with moderate intellectual disabilities to learn word attack skills, that they can benefit from phonics instruction, and the effectiveness of Direct Instruction with students of varying abilities. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading, Corrective Reading, decoding skills, phonics instruction, Dolch Sight Words test, Edmark functional words test, blending
Source:
Education and Training in Developmental Disabilities
Volume:
41
Number:
4
Pages:
333-343
Design type:
Pretest posttest, gain scores
Fidelity monitored:
Yes
Students included:
Students with moderate intellectual disabilities, student with traumatic brain injury
Location/Setting:
Public middle school, large southeastern city

Research Article Request Button newsite3

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01