EN
TR
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
Kaynakça
- Adams, M. J. (1990). Beginning To Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
- Brasch, T. L., Williams, R. L., and McLaughlin, T. F. (2008). The effects of a direct instruction flashcard system on multiplication fact mastery by two high school students with ADHD and ODD . Child and Family Behavior Therapy, 30 (1): 51-59.
- Carnine, D., Silbert, J., and Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Columbus, OH: Merrill.
- Catts, H. W., and Kamhi, A. G. (2005). The Connections Between Language and Reading Disabilities.
- Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Cunningham, A. E., and Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33 9:934-945.
- Daly, E. J., Chafouleas, S. M., and Skinner, C. H. (2005). Interventions for Reading Problems: Designing and Evaluating Effective Strategies. New York: The Guilford Press.
- Erbey, R., McLaughlin, T. F., Derby, K. M., and Everson, M. (2011). The effects of using flashcards with reading racetracks to teach letter sounds, sight words, and math facts to students with learning disabilities. International Electronic Journal of Elementary Education, 3(3): 213-226. Retrieved from: http://www.iejee.com/index.html
- Fletcher, J. M., Foorman, B. R., Francis, D. J., Mehta, P., and Schatschneider, C. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90 (1): 37-55.
Ayrıntılar
Birincil Dil
İngilizce
Konular
-
Bölüm
Konferans Bildirisi
Yayımlanma Tarihi
9 Ocak 2013
Gönderilme Tarihi
16 Nisan 2012
Kabul Tarihi
-
Yayımlandığı Sayı
Yıl 1970 Cilt: 3 Sayı: 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