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Code‐Breaker: Developing Phonics With a Young Adult With an Intellectual Disability
Author(s) -
Morgan Michelle,
Moni Karen B.,
Jobling Margaret A.
Publication year - 2006
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.50.1.6
Subject(s) - phonics , literacy , reading (process) , psychology , intellectual disability , reading comprehension , comprehension , teaching method , mathematics education , phonemic awareness , pedagogy , developmental psychology , computer science , primary education , linguistics , philosophy , psychiatry , programming language
The teaching and learning of phonics are core elements of a balanced literacy program for people with intellectual disabilities. Studies have shown that individuals who have limited phonic and decoding skills will be unlikely to progress in their reading ability beyond an emergent level and are more likely to experience difficulty in comprehension. The authors discuss the challenges of integrating contemporary understandings about literacy practices (specifically the Four Resources Model) with a literacy program for a young adult with an intellectual disability. They identify three key strategies to meet these challenges:• Knowing the learner • Motivating the learner • Using multiple approaches and activitiesThese strategies and practical teaching approaches are illustrated with examples of the authors' work with a young man with Down syndrome.