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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
Language: English
Authors: Aspiranti, Kathleen B. (ORCID 0000-0003-3523-1338), Dula, Mark E., Ebner, Sara, Hilton-Prillhart, Angela
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
FullText Text:
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  Data: Increasing Sight-Phrase Reading with an iPad Intervention for Two Students with Intellectual Disability
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  Data: <searchLink fieldCode="AR" term="%22Aspiranti%2C+Kathleen+B%2E%22">Aspiranti, Kathleen B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3523-1338">0000-0003-3523-1338</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dula%2C+Mark+E%2E%22">Dula, Mark E.</searchLink><br /><searchLink fieldCode="AR" term="%22Ebner%2C+Sara%22">Ebner, Sara</searchLink><br /><searchLink fieldCode="AR" term="%22Hilton-Prillhart%2C+Angela%22">Hilton-Prillhart, Angela</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Intellectual+Disabilities%22"><i>Journal of Intellectual Disabilities</i></searchLink>. Jun 2023 27(2):451-465.
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Sight+Method%22">Sight Method</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Data: 10.1177/17446295221083148
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  Data: 1744-6295<br />1744-6309
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2023
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  Data: EJ1376574
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        Value: 10.1177/17446295221083148
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 451
    Subjects:
      – SubjectFull: Sight Method
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Intellectual Disability
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      – SubjectFull: Word Recognition
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      – SubjectFull: Tablet Computers
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Visual Aids
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      – SubjectFull: Intervention
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      – SubjectFull: Inclusion
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      – SubjectFull: Educational Technology
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Grade 2
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      – SubjectFull: Elementary School Students
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    Titles:
      – TitleFull: Increasing Sight-Phrase Reading with an iPad Intervention for Two Students with Intellectual Disability
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