Research-Based Techniques for Teaching Early Reading Skills to Students with Intellectual Disabilities.

摘要: Teaching students with intellectual disabilities (ID) to read is extremely challenging. Fortunately, the outlook for ID improving because we now know much more about how teach reading who struggle, including those ID. The central theme of this article that instruction must be a carefully orchestrated integration key skills and strategies are explicitly linked meaning. Organized according major components instruction, (a) oral language vocabulary, (b) phonological awareness, (c) phonics word recognition, (d) fluency, (e) compre- hension, describes techniques used in research examining effective methods teaching read. We provide specific examples from our study describing these being taught These face severe deficits memory make it very difficult them learn Further, behavior issues may interfere their learning. Although there many successfully read, most few, if any, basic skills. In fact, only 1 5 achieve even minimal literacy (Katims, 2001). Fortu- nately, (Allor, Mathes, Jones, & Roberts, press; Browder, Ahlgrim-Delzell, Courtade, Gibbs, Flowers, Mathes Denton, 2002; O'Connor,