[article] 
inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.67-78

Titre :	Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Elisabeth TUCKER COHEN, Auteur ; Kathryn WOLFF HELLER, Auteur ; Laura D. FREDRICK, Auteur ; Paul A. ALBERTO, Auteur
Année de publication :	2008
Article en page(s) :	p.67-78
Langues :	Anglais (eng)
Mots-clés :	decoding time-delay mental-retardation instruction literacy
Index. décimale :	PER Périodiques
Résumé :	The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed.
En ligne :	http://dx.doi.org/10.1177/1088357608314899
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

[article] Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation [Texte imprimé et/ou numérique] / Elisabeth TUCKER COHEN, Auteur ; Kathryn WOLFF HELLER, Auteur ; Laura D. FREDRICK, Auteur ; Paul A. ALBERTO, Auteur . - 2008 . - p.67-78.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.67-78

Mots-clés :	decoding time-delay mental-retardation instruction literacy
Index. décimale :	PER Périodiques
Résumé :	The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed.
En ligne :	http://dx.doi.org/10.1177/1088357608314899
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452