Abstract

The word identification directives developed by the Exemplary Center for Reading Instruction (ECRI) were modified for use in a Total Communication integrated classroom. Pilot tests showed that the hearing-impaired students substantially increased their reading and spelling vocabularies. The modified ECRI directives and their underlying rationale are presented.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 49-56
Launched on MUSE
2013-04-22
Open Access
No
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