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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

Sheehy, Kieron (2002). 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. International Journal of Disability, Development & Education, 49(1) pp. 47–59.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/10349120120115325
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Abstract

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 conflict. 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 difficulties who had previously failed to develop a sight vocabulary.

Item Type: Journal Article
ISSN: 1034-912X
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 977
Depositing User: Users 12 not found.
Date Deposited: 23 May 2006
Last Modified: 02 Dec 2010 19:45
URI: http://oro.open.ac.uk/id/eprint/977
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