東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Reading Foundations - Teaching Letter Sound Correspondence to Young Students with Developmental and Intellectual Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading Foundations - Teaching Letter Sound Correspondence to Young Students with Developmental and Intellectual Disabilities./
作者:	Wright, Heidi Brittain Matthews.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Reading comprehension. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30272840click for full text (PQDT)
ISBN:	9798377658016

Reading Foundations - Teaching Letter Sound Correspondence to Young Students with Developmental and Intellectual Disabilities.
Wright, Heidi Brittain Matthews.

Reading Foundations - Teaching Letter Sound Correspondence to Young Students with Developmental and Intellectual Disabilities. - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Auburn University, 2020.

Includes bibliographical references

The purpose of this study was to investigate the effects of explicit Direct Instruction to teach letter sound correspondence to students with developmental disabilities. Additionally, this study sought to provide a basis for further research for a population of students with low incidence disabilities who are oftentimes overlooked in the field of education. The intervention included identification of letter sound correspondence using verbal and nonverbal methods of response; thus, providing opportunities for students with severe communication disorders to demonstrate skill knowledge. Picture probes measured student's ability to transfer skill knowledge of letter sounds to another format. All participants reached mastery. Visual analysis revealed a functional relation between explicit Direct Instruction and the percentage of correct responses on letter sound correspondence probes. The intervention achieved social validity as evidenced by positive feedback received on validity questionnaires. Implications for the intervention and the need for future research with similar populations of students with disabilities are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377658016Subjects--Topical Terms:

519378
Reading comprehension.
Index Terms--Genre/Form:

542853
Electronic books.

Reading Foundations - Teaching Letter Sound Correspondence to Young Students with Developmental and Intellectual Disabilities.
LDR:02484nmm a2200349K 4500 001 2361361
005 20231019120605.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798377658016
035 $a (MiAaPQ)AAI30272840
035 $a (MiAaPQ)Auburn104157437
035 $a AAI30272840
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wright, Heidi Brittain Matthews. $3 3702029
245 1 0 $a Reading Foundations - Teaching Letter Sound Correspondence to Young Students with Developmental and Intellectual Disabilities.
264 0 $c 2020
300 $a 1 online resource (119 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Flores, Margaret;Dunn, Caroline;Darch, Craig;Shippen, Margaret.
502 $a Thesis (Ph.D.)--Auburn University, 2020.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the effects of explicit Direct Instruction to teach letter sound correspondence to students with developmental disabilities. Additionally, this study sought to provide a basis for further research for a population of students with low incidence disabilities who are oftentimes overlooked in the field of education. The intervention included identification of letter sound correspondence using verbal and nonverbal methods of response; thus, providing opportunities for students with severe communication disorders to demonstrate skill knowledge. Picture probes measured student's ability to transfer skill knowledge of letter sounds to another format. All participants reached mastery. Visual analysis revealed a functional relation between explicit Direct Instruction and the percentage of correct responses on letter sound correspondence probes. The intervention achieved social validity as evidenced by positive feedback received on validity questionnaires. Implications for the intervention and the need for future research with similar populations of students with disabilities are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Reading comprehension. $3 519378
650 4 $a Teaching. $3 517098
650 4 $a Citizenship. $3 530862
650 4 $a Ethnography. $3 705632
650 4 $a Vocabulary development. $3 3564742
650 4 $a Developmental disabilities. $3 529977
650 4 $a Cultural anthropology. $3 2122764
650 4 $a Disability studies. $3 543687
650 4 $a Reading instruction. $3 2122756
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0326
690 $a 0201
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Auburn University. $3 1020457
773 0 $t Dissertations Abstracts International $g 84-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30272840 $z click for full text (PQDT)