Increasing Sight-Phrase Reading with an iPad Intervention for Two Students with Intellectual Disability
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| Title: | Increasing Sight-Phrase Reading with an iPad Intervention for Two Students with Intellectual Disability |
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| Language: | English |
| Authors: | Aspiranti, Kathleen B. (ORCID |
| Source: | Journal of Intellectual Disabilities. Jun 2023 27(2):451-465. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Sight Method, Reading Instruction, Students with Disabilities, Intellectual Disability, Word Recognition, Tablet Computers, Instructional Materials, Visual Aids, Intervention, Inclusion, Educational Technology, Program Effectiveness, Grade 2, Elementary School Students |
| DOI: | 10.1177/17446295221083148 |
| ISSN: | 1744-6295 1744-6309 |
| Abstract: | Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets was used for two students with intellectual disability who were included in the general education classroom for the majority of the day. For each phrase, students used an iPad flashcard program and were prompted to see the phrase, say the phrase, tap the screen to hear the phrase, and then say the phrase again before moving on to the next phrase. Results showed that both students quickly acquired the ability to read the previously unknown sight phrases across three different sets of phrases. Discussion focuses on using tablet-based interventions for students with intellectual disability, particularly those included within a general education classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1376574 |
| Database: | ERIC |
| Abstract: | Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets was used for two students with intellectual disability who were included in the general education classroom for the majority of the day. For each phrase, students used an iPad flashcard program and were prompted to see the phrase, say the phrase, tap the screen to hear the phrase, and then say the phrase again before moving on to the next phrase. Results showed that both students quickly acquired the ability to read the previously unknown sight phrases across three different sets of phrases. Discussion focuses on using tablet-based interventions for students with intellectual disability, particularly those included within a general education classroom. |
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| ISSN: | 1744-6295 1744-6309 |
| DOI: | 10.1177/17446295221083148 |
