Abstract
This article describes a method of teaching reading to handicapped children that is independent of specific instructional programs. The method provides a structure for using available instructional materials to teach specific skill behaviors and their application in reading. Both auditory and visual approaches are utilized by the method; emphasis on the auditory or visual aspects of instruction can be varied to meet the needs of individual children. A brief review of the research which led to development of the method is presented; the need for teacher training in its application is discussed.
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