Relative Effectiveness of Three Methods of Reading Instruction in Developing Specific Recall and Transfer Skills in Learners with Moderate and Severe Mental Retardation
Document Type
Article
Publication Date
9-1-1990
Abstract
The relative effectiveness of 3 instructional procedures (sight word, fading, tactile-kinesthetic) in teaching 32 students (age 9-20) with moderate to severe mental retardation to read a series of monosyllabic words was investigated. No one experimental condition was superior to the others, and no skill acquisition differences were found in reading untaught words.
Publication Information
Barudin, Stuart I. and Hourcade, Jack J.. (1990). "Relative Effectiveness of Three Methods of Reading Instruction in Developing Specific Recall and Transfer Skills in Learners with Moderate and Severe Mental Retardation". Education and Training in Mental Retardation, 25(3), 286-91.
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