93 related articles for article (PubMed ID: 11051573)
1. The blocking effect of pictorial prompts on sight-word reading.
Didden R; Prinsen H; Sigafoos J
J Appl Behav Anal; 2000; 33(3):317-20. PubMed ID: 11051573
[TBL] [Abstract][Full Text] [Related]
2. A stimulus control analysis of the picture-word problem in children who are mentally retarded: the blocking effect.
Singh NN; Solman RT
J Appl Behav Anal; 1990; 23(4):525-32. PubMed ID: 2074241
[TBL] [Abstract][Full Text] [Related]
3. Teaching sight words to children with moderate to mild mental retardation: comparison between instructional procedures.
Didden R; de Graaff S; Nelemans M; Vooren M; Lancioni G
Am J Ment Retard; 2006 Sep; 111(5):357-65. PubMed ID: 16968144
[TBL] [Abstract][Full Text] [Related]
4. Teaching a simple reading vocabulary to retarded children: effectiveness of fading and nonfading procedures.
Dorry GW; Zeaman D
Am J Ment Defic; 1975 May; 79(6):711-6. PubMed ID: 1146865
[TBL] [Abstract][Full Text] [Related]
5. Sight word reading in children with developmental disabilities: a comparison of paired associate and picture-to-text matching instruction.
Fossett B; Mirenda P
Res Dev Disabil; 2006; 27(4):411-29. PubMed ID: 16112841
[TBL] [Abstract][Full Text] [Related]
6. Effects of response and trial repetition on sight-word training for students with learning disabilities.
Belfiore PJ; Skinner CH; Ferkis MA
J Appl Behav Anal; 1995; 28(3):347-8. PubMed ID: 7592153
[TBL] [Abstract][Full Text] [Related]
7. Assessing the acquisition of incidental information by secondary-age students with mental retardation: comparison of response prompting strategies.
Gast DL; Doyle PM; Wolery M; Ault MJ; Farmer SA
Am J Ment Retard; 1991 Jul; 96(1):63-80. PubMed ID: 1878189
[TBL] [Abstract][Full Text] [Related]
8. Can pictures promote the acquisition of sight-word reading? An evaluation of two potential instructional strategies.
Richardson AR; Lerman DC; Nissen MA; Luck KM; Neal AE; Bao S; Tsami L
J Appl Behav Anal; 2017 Jan; 50(1):67-86. PubMed ID: 27687014
[TBL] [Abstract][Full Text] [Related]
9. Effects of error correction during assessment probes on the acquisition of sight words for students with moderate intellectual disabilities.
Waugh RE; Alberto PA; Fredrick LD
Res Dev Disabil; 2011; 32(1):47-57. PubMed ID: 20884169
[TBL] [Abstract][Full Text] [Related]
10. Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities.
Waugh RE; Fredrick LD; Alberto PA
Res Dev Disabil; 2009; 30(6):1435-47. PubMed ID: 19665863
[TBL] [Abstract][Full Text] [Related]
11. Comparison of word-supply and word-analysis error-correction procedures on oral reading by mentally retarded children.
Singh J; Singh NN
Am J Ment Defic; 1985 Jul; 90(1):64-70. PubMed ID: 4025414
[TBL] [Abstract][Full Text] [Related]
12. Reading instruction for students with moderate mental retardation: review and analysis of research.
Conners FA
Am J Ment Retard; 1992 May; 96(6):577-97. PubMed ID: 1344936
[TBL] [Abstract][Full Text] [Related]
13. Further analysis of picture interference when teaching word recognition to children with autism.
Dittlinger LH; Lerman DC
J Appl Behav Anal; 2011; 44(2):341-9. PubMed ID: 21709789
[TBL] [Abstract][Full Text] [Related]
14. An analysis of initial acquisition and maintenance of sight words following picture matching and copy cover, and compare teaching methods.
Conley CM; Derby KM; Roberts-Gwinn M; Weber KP; McLaughlin TE
J Appl Behav Anal; 2004; 37(3):339-49. PubMed ID: 15529890
[TBL] [Abstract][Full Text] [Related]
15. Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities.
Barbetta PM; Heward WL; Bradley DM
J Appl Behav Anal; 1993; 26(1):99-110. PubMed ID: 8473263
[TBL] [Abstract][Full Text] [Related]
16. Effective use of pictures as extra stimulus prompts.
Wu HM; Solman RT
Br J Educ Psychol; 1993 Feb; 63 ( Pt 1)():144-60. PubMed ID: 8466832
[TBL] [Abstract][Full Text] [Related]
17. Increasing oral reading proficiency through overcorrection and phonic analysis.
Singh NN; Singh J
Am J Ment Retard; 1988 Nov; 93(3):312-9. PubMed ID: 3228525
[TBL] [Abstract][Full Text] [Related]
18. The role of discourse context in developing word form representations: a paradoxical relation between reading and learning.
Landi N; Perfetti CA; Bolger DJ; Dunlap S; Foorman BR
J Exp Child Psychol; 2006 Jun; 94(2):114-33. PubMed ID: 16600285
[TBL] [Abstract][Full Text] [Related]
19. A comparison of two strategies of sight word instruction in children with mental disability.
Van der Bijl C; Alant E; Lloyd L
Res Dev Disabil; 2006; 27(1):43-55. PubMed ID: 15939572
[TBL] [Abstract][Full Text] [Related]
20. Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities.
Barbetta PM; Heward WL; Bradley DM; Miller AD
J Appl Behav Anal; 1994; 27(1):177-8. PubMed ID: 8188560
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
