Teaching Students with Severe Speech and Physical Impairments a Decoding Strategy Using Internal Speech and Motoric Indicators

Autor/inn/en	Swinehart-Jones, Dawn; Heller, Kathryn Wolff
Titel	Teaching Students with Severe Speech and Physical Impairments a Decoding Strategy Using Internal Speech and Motoric Indicators
Quelle	In: Journal of Special Education, 43 (2009) 3, S.131-144 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466908314945
Schlagwörter	Decoding (Reading); Reading Instruction; Word Recognition; Special Needs Students; Speech Impairments; Physical Disabilities; Severity (of Disability); Literacy; Cerebral Palsy; Articulation Impairments; Movement Education; Teaching Methods; Instructional Effectiveness; Special Education; Georgia + Suchen Sie Ihr Suchwort? Dekodierung; Leseunterricht; Worterkennung; Sonderpädagogischer Förderbedarf; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Physical handicap; Körperbehinderung; Schweregrad; Alphabetisierung; Schreib- und Lesefähigkeit; Hirnlähmung; Artikulationsstörung; Bewegungsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Children who have severe speech and physical impairments often have difficulty acquiring literacy skills. One critical area of literacy instruction involves promoting word identification though the development of decoding strategies that can be implemented by students independently. This study investigated teaching four students who have cerebral palsy and dysarthric speech to internalize the three-step decoding strategy found in the Nonverbal Reading Approach, as demonstrated by motoric indicators (individualized motor movements that parallel the decoding steps). The results of this study indicate that students are able to learn the three-step decoding strategy with the addition of a motoric indicator to identify words in isolation, as well as to apply the strategy independently upon encountering unknown words in connected text. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10