Two approaches to reading instruction with children with disabilities: does program design make a difference?
Except Child
; 59(4): 312-23, 1993 Feb.
Article
en En
| MEDLINE
| ID: mdl-8477784
ABSTRACT
This study examined the effects on reading achievement of variation in program design and tested the hypothesis this Distar Reading Mastery's (Engelmann & Bruner, 1988b) demonstrated effects with disadvantaged children in Project Follow Through can be generalized to children with disabilities. We compared the effects of two synthetic phonics reading programs, Direct Instruction (DI) Reading Mastery I and II and Addison Wesley's Meet the Superkids and The Superkids' Club, (Rowland, 1982a, 1982b) for 81 children in transitional kindergarten special education classes. No significant achievement differences were evident for the instructional program either at the end of the treatment year, or on follow-up testing 1 year later. However, among children who made advanced progress, the DI group showed larger reading gains.
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Colección:
01-internacional
Banco de datos:
MEDLINE
Asunto principal:
Lectura
/
Personas con Discapacidad
/
Educación de las Personas con Discapacidad Intelectual
/
Educación Especial
/
Discapacidades para el Aprendizaje
Límite:
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Except Child
Año:
1993
Tipo del documento:
Article