Open Access. Powered by Scholars. Published by Universities.®
- Keyword
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Education
Dynamics Of No Child Left Behind Policy Impacting Reading Education Practices In Kindergarten In The United States Of America, Guang-Lea Lee, Joanne K. Sullivan, Abha Gupta
Dynamics Of No Child Left Behind Policy Impacting Reading Education Practices In Kindergarten In The United States Of America, Guang-Lea Lee, Joanne K. Sullivan, Abha Gupta
Teaching & Learning Faculty Publications
The Commonwealth of Virginia is used as a representative case to illustrate the implication of federal policy on reading education practices in kindergarten in the United States of America. While Virginia follows the federal No Child Left Behind (NCLB) policy, it allows local school districts to create innovative instructional and assessment practices that can match the needs of each child. Teachers in Virginia experience a wide range of emergent reading skills in kindergarten inclusive classrooms filled with children of diverse backgrounds and abilities. However, highly qualified teachers try to meet the state Standards of Learning through working side-by-side with children. …
The Impact Of Computer-Assisted Sight Word Instruction On The Reading Skills Of Students With Significant Intellectual Disabilities, Colleen Frances Wood-Fields
The Impact Of Computer-Assisted Sight Word Instruction On The Reading Skills Of Students With Significant Intellectual Disabilities, Colleen Frances Wood-Fields
Communication Disorders & Special Education Theses & Dissertations
There is a paucity of research identifying instructional methods that promote the reading development of students with significant intellectual disabilities (ID). This research study employed a single subject, multiple baseline design to evaluate the effects of computer-assisted sight word instruction employing constant time delay (CTD) procedures with incidental phonics and comprehension stimuli on the reading skill development of six elementary students with moderate ID and expressive language impairments. Study results suggest that the seven week PowerPoint slide show sight word intervention had very small to moderate intervention effects on receptive sight word identification. However, students learned some incidental letter-sound correspondences …