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The Effects of Systematic and Explicit Instruction with Shared Stories on Comprehension and Generalization of Responding during Book Club for Students with Severe Disibilities
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Kemp-Inman, Amy – ProQuest LLC, 2016
The present study used a multiple probe across participants design to examine the effects of systematic and explicit instruction to teach students with severe disabilities (SD) to comprehend and discuss grade-aligned literature. The text was adapted and formatted as a read-aloud on an iPad2®. Using a modified system of least prompts, participants…
Descriptors: Direct Instruction, Instructional Effectiveness, Severe Disabilities, Reading Comprehension