Teaching sight vocabulary to children with developmental disabilities

Tabe, N; Jackson, Merrill

doi:10.1080/07263868900033491

Cited by 11 publications

(2 citation statements)

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“…(Makaton Vocabulary Development Project, 2001, http://www.makaton.org/about/ss word.htm) However, the use of symbols in this way is controversial and whilst "the contribution that symbols can make has been well documented" (Carpenter & Detheridge, 1994, p. 228), such studies rarely make comparisons with control groups or the simple repeated presentation of words alone. The results of controlled studies reveal that whilst children recognise logographs such as Makaton symbols readily, this learning does not support later transfer to word recognition (Solman & Wu, 1995;Sweller, 1993;Tabe & Jackson, 1989;Wu & Solman, 1993). Attempts to improve the performance of logographic symbols by manipulating or fading cues have proved no more successful (Tabe & Jackson).…”

Section: Symbols and Word Recognitionmentioning

confidence: 95%

The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique

Sheehy¹

2002

International Journal of Disability, Development and Education

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The use of logographic symbols to teach word recognition is controversial. Whilst educational advice typically promotes this practice, the results of controlled studies show it to be ineffective and potentially detrimental to student learning. This study partially resolves this con ict. A comparison is made between a new technique (the Handle Technique), Integrated Picture Cueing and a Word Alone method. The results show that using a new combination of teaching strategies enables logographic symbols to be used effectively in teaching word recognition to children with severe learning dif culties who had previously failed to develop a sight vocabulary. Symbols and Word RecognitionFor the majority of children, learning to recognise simple words is a task that is accomplished relatively easily and a range of methods and strategies exist to support their learning. However, for some children with severe learning dif culties it is a skill that they fail to learn after many years of teaching (Sheehy, 1995). The term severe learning dif culties in this context refers to children with a signi cant and general developmental delay, often associated with additional dif culties in communication and behaviour. This study addresses the need to develop successful teaching approaches for children such as Anthony, who was a participant in this study. Anthony (pseudonymn) was a 15-year-old boy who had experienced signi cant learning dif culties throughout his school career. He was able to understand simple sentences containing two key elements but his own speech was dif cult to under-

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Section: Symbols and Word Recognitionmentioning

confidence: 95%

The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique

Sheehy¹

2002

International Journal of Disability, Development and Education

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“…Given their successful and extensive use in the area of language development, it is not surprising that researchers have attempted to harness the ease of symbol recognition as a way of teaching word recognition (Singh & Solman, 1992; Solman & Wu, 1995; Worral & Singh, 1983; Tabe & Jackson, 1989) and the use of symbols to teach word recognition has become a recommended practice (Carpenter & Detheridge, 1994).…”

Section: Introductionmentioning

confidence: 99%

Morphing images: a potential tool for teaching word recognition to children with severe learning difficulties

Sheehy

2005

Brit J Educational Tech

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Children with severe learning difficulties who fail to begin word recognition can learn to recognise pictures and symbols relatively easily. However, finding an effective means of using pictures to teach word recognition has proved problematic. This research explores the use of morphing software to support the transition from picture to word recognition. Morphing software was used to teach word recognition to a group of eight children who were previously unable to recognise words. At the end of 16 teaching sessions, in a related design, the morphing technique was more effective than a word-alone approach ( p < 0.05, one-tailed). These results support the use of techniques such as symbol accentuation (Miller & Miller, 1971) and challenge the concept that the use of pictorial information is inherently detrimental to learning in this context, in comparison to the repeated presentation of words alone. The recent advent of accessible morphing software removes previous barriers to this type of approach. The investigation highlights several useful avenues for future research, in particular, the use of mnemonic elements within morphing teaching methods.

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