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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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| CANCELLED The Impact of Phonics Instruction on Oral Language in Students With Intellectual Disabilities |
| Domain: Applied Behavior Analysis |
| JAYE K. LUKE (Georgia State University), Laura D. Fredrick (Georgia State University), Dawn H. Davis (Georgia State University), Rebecca E. Waugh (Georgia State University) |
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| Abstract: Language is a critical academic and social skill that may not fully develop even for students who are typically developing in the best environments. A delay in language development is common for individuals with intellectual disabilities, regardless of their environment. However, reading instruction is one strategy that can contribute to the development of oral language skills for typically developing children and for children with intellectual disabilities. In this study, students with moderate to severe intellectual disabilities participated in a phonics-instruction intervention aimed at teaching letter-sound correspondence, blending skills, and generalization of blending skills to read untaught words made up of taught sounds. The phonics instruction is part of an integrated-literacy program designed specifically for students with moderate to severe intellectual disabilities and includes daily exposure to storybooks with a controlled vocabulary. A multiple baseline across participants design is being used to demonstrate a functional relation between total/mean length utterances and the phonics instruction. Data are still being collected. |
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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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