@article{ref1,
title="Evaluation of an instructional program designed to teach minimally literate juvenile delinquents to read road signs",
journal="Education and treatment of children",
year="1985",
author="Murph, Debra and McCormick, Sandra",
volume="8",
number="2",
pages="133-151",
abstract="A multiple baseline was used to evaluate the effectiveness of an instructional program designed to teach five minimally literate, male juvenile delinquents a functional literacy skill. A 12-step procedure was used in teaching participants how to read and interpret prototypes of road signs displaying words, and a 5-step procedure for interpreting a sign without words. All student's correct responses in reading and interpreting signs increased as a function of the program and were maintained during subsequent post-checks. Students also increased their performances over baseline levels on a generalization measure which required them to respond to pictures of road signs printed in a driver's license manual. Advantages of the program are that the procedures are direct, sequential, comprehensive, individualized, and directly related to the everyday needs and interests of the students.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}