title: Teaching sight words to children with moderate to mild mental retardation: comparison between instructional procedures.
abstract: 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.
authors.affiliation: Radboud University at Nijmegen, The Netherlands. R.Didden@pwo.ru.nl
authors.forename: Robert
authors.initials: R
authors.lastname: Didden
authors.forename: Saskia
authors.initials: S
authors.lastname: de Graaff
authors.forename: Mariëlle
authors.initials: M
authors.lastname: Nelemans
authors.forename: Martijn
authors.initials: M
authors.lastname: Vooren
authors.forename: Giulio
authors.initials: G
authors.lastname: Lancioni
mesh_terms: D000293:Adolescent; D001245:Association Learning; D001288:Attention; D002648:Child; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011932:Reading; D012153:Retention, Psychology