Sight Word Literacy: A Functional-Based Approach for Identification and Comprehension of Individual Words and Connected Text

Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum f...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2013-09, Vol.48 (3), p.332-350
Main Authors: Alberto, Paul A., Waugh, Rebecca E., Fredrick, Laura D., Davis, Dawn H.
Format: Article
Language:English
Subjects:
Controlled vocabularies
Elementary School Students
Error Correction
Fidelity
Functional Reading
Instructional Materials
Interrater Reliability
Language comprehension
Literacy
Longitudinal Studies
Mental Retardation
Middle School Students
Moderate Intellectual Disability
Nouns
Phonics
Phrases
Reading Comprehension
Reading Instruction
Reading Research
Sight Vocabulary
Stanford Binet Intelligence Scale
Studies
Teachers
Validity
Verbs
Vineland Adaptive Behavior Scales
Wechsler Intelligence Scale for Children III
Word Recognition
Words
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Summary:Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum for Students with Moderate to Severe Intellectual Disabilities. This component consists of three word sets of controlled vocabulary and two sets of functional vocabulary selected to remediate deficits reported in the current body of published research. Remediative features include motor demonstrations of comprehension and systematic instruction of both individual words and connected text. From the four years of data of this funded project, illustrative data for individual and small group instruction are presented. A functional relation is demonstrated between student performance and the curriculum component through use of changing-criterion designs embedded with multiple-baseline designs.
ISSN:2154-1647