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The Effects of a Model, Lead, and Test Procedure to Teach Letter Name and Sound Identification to Elementary School Students with Learning Disabilities
Abstract
The purpose of this study was to assess the model, lead, and test (MLT) procedure on the letter name and sound identification performance for two elementary students. The two participants were diagnosed with learning disabled in math, reading, writing and communication. One of the two students also had behavior goals. The study took place in a resource classroom located in a public school in the Pacific Northwest. A multiple-baseline across letter sets was employed to assess the effectiveness of the model, lead, and test procedure. The behavior measured was correct letter name and sound identification. The results showed mastery of all letters of the alphabet by the participants when the model, lead, and test procedure was employed. The present outcomes replicate those of previous research and were easy to implement and assess by the classroom personnel.
Keywords
References
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Details
Primary Language
English
Subjects
-
Journal Section
Conference Paper
Publication Date
January 9, 2013
Submission Date
April 16, 2012
Acceptance Date
-
Published in Issue
Year 1970 Volume: 3 Number: 4
APA
Bulkley, L., Mclaughlin, P., Neyman, J., & Carosella, M. (2013). The Effects of a Model, Lead, and Test Procedure to Teach Letter Name and Sound Identification to Elementary School Students with Learning Disabilities. E-Uluslararası Eğitim Araştırmaları Dergisi, 3(4), 50-64. https://doi.org/10.19160/ijer.105352