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Effects of Direct Instruction Strate...

Wetzel, Amber.

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Effects of Direct Instruction Strategy on Print Concepts, Reading Comprehension, and Sight Word Acquisition of Students with Significant Cognitive Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Direct Instruction Strategy on Print Concepts, Reading Comprehension, and Sight Word Acquisition of Students with Significant Cognitive Disabilities./
Author:	Wetzel, Amber.
Description:	38 p.
Notes:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589185
ISBN:	9781321763614

Effects of Direct Instruction Strategy on Print Concepts, Reading Comprehension, and Sight Word Acquisition of Students with Significant Cognitive Disabilities.
Wetzel, Amber.

Effects of Direct Instruction Strategy on Print Concepts, Reading Comprehension, and Sight Word Acquisition of Students with Significant Cognitive Disabilities. - 38 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.S.Ed.)--Western Illinois University, 2015.

This item is not available from ProQuest Dissertations & Theses.

The purpose of this study was to implement and evaluate a Direct Instruction (DI) strategy to teach print concepts, sight word acquisition, and reading comprehension skills to four elementary students with significant cognitive disabilities. The study was conducted in a self-contained special education elementary classroom located in the Midwestern region of the United States. The model, lead, and test procedure for error correction was developed as part of the teacher procedures of Direct Instruction (Peterson, 2008). The lead strategy of direct instruction requires the teacher to review missed items with the student. The instructor immediately corrects the student error, has the student respond to the original item missed, and then retests the student until the error is corrected.

ISBN: 9781321763614Subjects--Topical Terms:

516693
Special education.

Effects of Direct Instruction Strategy on Print Concepts, Reading Comprehension, and Sight Word Acquisition of Students with Significant Cognitive Disabilities.
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100 1 $a Wetzel, Amber. $3 3186202
245 1 0 $a Effects of Direct Instruction Strategy on Print Concepts, Reading Comprehension, and Sight Word Acquisition of Students with Significant Cognitive Disabilities.
300 $a 38 p.
500 $a Source: Masters Abstracts International, Volume: 54-05.
500 $a Adviser: Christine J. Anderson.
502 $a Thesis (M.S.Ed.)--Western Illinois University, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The purpose of this study was to implement and evaluate a Direct Instruction (DI) strategy to teach print concepts, sight word acquisition, and reading comprehension skills to four elementary students with significant cognitive disabilities. The study was conducted in a self-contained special education elementary classroom located in the Midwestern region of the United States. The model, lead, and test procedure for error correction was developed as part of the teacher procedures of Direct Instruction (Peterson, 2008). The lead strategy of direct instruction requires the teacher to review missed items with the student. The instructor immediately corrects the student error, has the student respond to the original item missed, and then retests the student until the error is corrected.
590 $a School code: 6012.
650 4 $a Special education. $3 516693
650 4 $a Instructional design. $3 3172279
650 4 $a Reading instruction. $3 2122756
690 $a 0529
690 $a 0447
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710 2 $a Western Illinois University. $b Special Education. $3 2093490
773 0 $t Masters Abstracts International $g 54-05(E).
790 $a 6012
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589185