Using Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities

By Stacey Bradford, Margaret E. Shippen, P. Alberto, David E. Houchins, Margaret M. Flores. Education and Training in Developmental Disabilities, 2006

88 citations recorded by the source corpus.

The purpose of this study was to determine the effectiveness of providing middle schools students with moderate intellectual disabilities with letter-sound correspondence instruction using the Corrective Reading Program. The study also examined the generalization of decoding skills to untaught functional and community words. Participants were three male students ages 12, 14, and 15 who were taught using the Level A of Corrective Reading Program. Sixty-five lessons each lasting 45-55 minutes were provided three days a week over a six month period. Prior to receiving instruction, students demonstrated minimal decoding skills. Upon completion of the study, students were able to (a) identify letter sound correspondences, (b) sound out words, (c) blend sounds to read words, (d) decode irregularly spelled words, (e) read sentences, and (f) read short passages at the second grade level. Results are discussed in terms of the decoding, fluency, and sight word skills of this population of students.

Subfields: Developmental and Educational Psychology, Occupational Therapy

View Paper: https://www.semanticscholar.org/paper/29dba303c0530077fe6737899c91cd0b2e85e2a9

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In Developmental and Educational Psychology

In Occupational Therapy

D. Browder

Citations in the corpus

Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs? (2014, background): “Most studies to date have been less than one year in length (e.g., Bradford et al., 2006), often focused on isolated subskills (e.g., Conners et al., 2006), and/or limited to relatively small sample sizes, often single-case research (e.g., Stewart et al., 2010); therefore, little is known about the…”
Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities (2008, background): “Prior research has shown that students with moderate intellectual disabilities can gain phonics skills (Barudin &c Hourcade, 1990; Bracey et al., 1975; Bradford et al., 2006; Hoogeveen et al., 1989; Hoogeveen et al., 1987; Lane & Critchfield, 1998; J. Singh &c Singh, 1985; N. N. Singh & Singh, 1988)”
An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities (2012, background): “, 2006; Conners, 1992; Joseph & Seery, 2004). Joseph and Seery (2004) and Conners (1992) each only found seven studies that included phonics instruction, and Browder et al.”