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Phonics Instruction for Disabled Learners: Applying Theory to Method. Technical Report # 7.

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Název: Phonics Instruction for Disabled Learners: Applying Theory to Method. Technical Report # 7.
Jazyk: English
Autoři: Fayne, Harriet R., Columbia Univ., New York, NY. Research Inst. for the Study of Learning Disabilities.
Peer Reviewed: N
Page Count: 45
Datum vydání: 1980
Sponsoring Agency: Office of Special Education (ED), Washington, DC.
Druh dokumentu: Information Analyses
Descriptors: Learning Disabilities, Learning Processes, Literature Reviews, Phonics, Remedial Instruction, Remedial Reading, Teaching Methods
Abstrakt: To design effective remedial phonics instruction, it is necessary to examine both learner characteristics and task requirements. The paper integrates research related to information processing and psycholinguistics to formulate questions which can be used to evaluate techniques and materials used with a learning disabled population. Information processing stages are described, including eye fixation, visual information storage, short term memory, and long term memory. Processing deficits which affect perceptual learning and interfere with coding in reading disabled students are noted. A critical survey of laboratory and field research related to initial reading acquisition indicates that attention needs to be paid to the following instructional principles: providing focus, teaching decoding strategies, limiting unit size, and giving sufficient practice. (Author)
Entry Date: 1982
Přístupové číslo: ED210836
Databáze: ERIC
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  Data: To design effective remedial phonics instruction, it is necessary to examine both learner characteristics and task requirements. The paper integrates research related to information processing and psycholinguistics to formulate questions which can be used to evaluate techniques and materials used with a learning disabled population. Information processing stages are described, including eye fixation, visual information storage, short term memory, and long term memory. Processing deficits which affect perceptual learning and interfere with coding in reading disabled students are noted. A critical survey of laboratory and field research related to initial reading acquisition indicates that attention needs to be paid to the following instructional principles: providing focus, teaching decoding strategies, limiting unit size, and giving sufficient practice. (Author)
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      – SubjectFull: Learning Processes
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      – SubjectFull: Literature Reviews
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      – SubjectFull: Phonics
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