Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities

Research in Developmental Disabilities

Volumn 31, Issue 6, 2010, Pages 1467-1474

  Alberto, Paul A ^a   Waugh, Rebecca E ^a   Fredrick, Laura D ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

Author keywords

Connected text; Disabilities; Moderate intellectual; Sight word instruction; Simultaneous prompting

Indexed keywords

ADOLESCENT; ARTICLE; AUDITORY STIMULATION; CHILD; CLINICAL ARTICLE; COGNITION; COMPREHENSION; DISEASE SEVERITY; FEMALE; HUMAN; INTELLECTUAL IMPAIRMENT; LEARNING; MALE; METHODOLOGY; READING; SCHOOL CHILD; SPEECH; TEACHING; VALIDITY; WORD RECOGNITION;

ADOLESCENT; CHILD; DYSLEXIA; EDUCATION OF MENTALLY RETARDED; EDUCATION, SPECIAL; FEMALE; HUMANS; MALE; MENTAL RETARDATION; READING; SEVERITY OF ILLNESS INDEX; VISUAL PERCEPTION;

EID: 77957171863     PISSN: 08914222     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ridd.2010.06.011     Document Type: Article

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