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The Effects of Balanced Literacy Program on Ecological Vocabulary Reading of students with moderate intellectual disability

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2011, 12(2), pp.287-310
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이재섭 1 Lee jae wook 2

1천호중학교
2강남대학교

Accredited

ABSTRACT

The purpose of this study was to examine effects of balanced letter teaching program on ecological vocabulary reading of students with moderate intellectual disability. The subjects for this study were 2 students with moderate intellectual disability. The balanced letter teaching program intervention was conducted for a total of 18 sessions and each session was 70 minutes. Results of this study were as the following:First, The balanced letter teaching program intervention improved the performance on ecological vocabulary word discrimination, ecological vocabulary decoding and insignificant word reading ability. Secondly, Effects of this program is maintained after 3 Weeks on ecological vocabulary word discrimination, ecological vocabulary decoding and insignificant word reading ability. Therefore, The balanced letter teaching program can be utilized as effective intervention program improving reading ability of students with moderate intellectual disability.

Citation status

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