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Direct instruction reading: Effects ...

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Direct instruction reading: Effects of the Reading Mastery Plus - Level K curriculum on preschool children with developmental delays.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Direct instruction reading: Effects of the Reading Mastery Plus - Level K curriculum on preschool children with developmental delays./
Author:	Zayac, Ryan M.
Description:	226 p.
Notes:	Adviser: James M. Johnston.
Contained By:	Dissertation Abstracts International69-10B.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3333172
ISBN:	9780549858447

Direct instruction reading: Effects of the Reading Mastery Plus - Level K curriculum on preschool children with developmental delays.
Zayac, Ryan M.

Direct instruction reading: Effects of the Reading Mastery Plus - Level K curriculum on preschool children with developmental delays. - 226 p.

Adviser: James M. Johnston.

Thesis (Ph.D.)--Auburn University, 2008.

Despite the success of Direct Instruction (DI) programs in teaching a variety of individuals how to read, there has been little research on the use of DI for young children with developmental delays. The purpose of the present study was to investigate the effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays. The study demonstrated the fact that preschool-aged children both with and without developmental delays are able to acquire beginning reading skills. While the research design inhibits the identification of any functional relationships between the Reading Mastery Plus - Level K program and the participants' reading gains, the data showed that young children with developmental delays can acquire skills that are necessary to begin reading. This is an important finding, especially considering the fact that the number of children with autism spectrum disorder is increasing. While the previous mindset that children with developmental delays were not capable of reading has changed, the research on the effects of Direct Instruction on this population has seen only limited growth. The results of this study provide an appropriate starting point for extending this literature and for turning this research into practice.

ISBN: 9780549858447Subjects--Topical Terms:

1017530
Education, Early Childhood.

Direct instruction reading: Effects of the Reading Mastery Plus - Level K curriculum on preschool children with developmental delays.
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100 1 $a Zayac, Ryan M. $3 1032412
245 1 0 $a Direct instruction reading: Effects of the Reading Mastery Plus - Level K curriculum on preschool children with developmental delays.
300 $a 226 p.
500 $a Adviser: James M. Johnston.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: B, page: 6458.
502 $a Thesis (Ph.D.)--Auburn University, 2008.
520 $a Despite the success of Direct Instruction (DI) programs in teaching a variety of individuals how to read, there has been little research on the use of DI for young children with developmental delays. The purpose of the present study was to investigate the effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays. The study demonstrated the fact that preschool-aged children both with and without developmental delays are able to acquire beginning reading skills. While the research design inhibits the identification of any functional relationships between the Reading Mastery Plus - Level K program and the participants' reading gains, the data showed that young children with developmental delays can acquire skills that are necessary to begin reading. This is an important finding, especially considering the fact that the number of children with autism spectrum disorder is increasing. While the previous mindset that children with developmental delays were not capable of reading has changed, the research on the effects of Direct Instruction on this population has seen only limited growth. The results of this study provide an appropriate starting point for extending this literature and for turning this research into practice.
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650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Psychology, Developmental. $3 1017557
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