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| Phonics: Students With Intellectual Disabilities |
| Saturday, May 29, 2010 |
| 4:00 PM–4:50 PM |
| 217C (CC) |
| Area: DDA |
| Chair: Jaye K. Luke (Georgia State University) |
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| From Prephonics to Phonics: Teaching Reading to Students With Moderate Intellectual Disabilities |
| Domain: Applied Behavior Analysis |
| LAURA D. FREDRICK (Georgia State University), Dawn H. Davis (Georgia State University), Rebecca E. Waugh (Georgia State University), Paul A. Alberto (Georgia State University) |
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| Abstract: Students with Moderate Intellectual Disabilities (MOID) learn to read many words through sight-word instruction; however, this approach does not give them strategies for reading untaught words they encounter in their environment. A phonics approach to reading teaches students letter sounds and blending skills allowing students to generalize these skills to read untaught words. Students with MOID, however, typically have difficulty mastering critical blending skills. To increase the probability that students with MOID would learn blending skills we developed a prephonics instructional sequence that includes developing automaticity with letter-sound correspondences before teaching blending skills and then testing for generalization of blending skills with untaught words made up of taught letter sounds. Students who successfully completed the prephonics instructional sequence successfully learned a phonics approach to reading untaught words. Using a changing criterion design embedded within a multiple baseline across sound sets, we demonstrated a functional relation between the phonics instruction we created and students’ mastery of letter sounds and blending as evidenced by their ability to read untaught generalization words. This is a continuation of research beyond the prephonics research presented at ABA in 2009. |
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