title: Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities.
abstract: Sight-word instruction is the most common method of reading instruction for students with Moderate Intellectual Disabilities reported in the research literature. The purpose of this study was to go beyond instruction of single word units to instruction of multiple-word phrases. This study demonstrated the instruction of reading and comprehending individual words and connected text through the use of simultaneous prompting. Instruction progressed through a series of phases which systematically introduced various parts of speech and combinations of parts of speech. Following acquisition, students demonstrated generalization across connected text found in community environments and leisure-reading materials.
authors.affiliation: Department of Educational Psychology and Special Education, Georgia State University, Atlanta, GA 30302, USA. palberto@gsu.edu
authors.forename: Paul A
authors.initials: PA
authors.lastname: Alberto
authors.forename: Rebecca E
authors.initials: RE
authors.lastname: Waugh
authors.forename: Laura D
authors.initials: LD
authors.lastname: Fredrick
mesh_terms: D000293:Adolescent; D002648:Child; D004410:Dyslexia / Q000534:rehabilitation*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D011932:Reading; D012720:Severity of Illness Index; D014796:Visual Perception