Author: Gwendolyn S. EasterlingPublisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 252
Book Description
Effects of a Constant Time Delay Procedure and Sign Language Instruction on Sight Word Acquisition of Elementary School Children with Learning Disabilities
Author: Gwendolyn S. EasterlingPublisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 252
Book Description
The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities
Author: Jenna C. OttPublisher:
ISBN:
Category : Spelling ability
Languages : en
Pages : 74
Book Description
Reading is a skill in which many students with disabilities perform at a lower level than their peers without disabilities. While previous studies have shown that learning how to read does not automatically help students learn how to spell, learning how to spell does help children learn how to read. Immediate feedback, immediate self-correction, and repetition have been found to be effective components of effective spelling instruction intervention packages. The current study examined the effects of adding technology to the Time Delay strategy on student’s acquisition, maintenance, and generalization of spelling sight words, and also the student’s ability to read those sight words in isolation and fluently in text. This study examined the effects of the Time Delay procedure on sight word spelling for kindergarten and first grade elementary students with high-incidence disabilities in an urban school setting. A multiple baseline single-subject design was used to determine the effectiveness of the Time Delay strategy to teach 15 unknown Dolch Sight Words. These sight words were selected based on an assessment given to determine which words students could not read, and also could not spell. Unknown sight words were put into 3 sets of 5 words each. The Time Delay intervention was used to help students practice spelling these words and a probe for all 15 words was conducted after each session. This allowed maintenance measures to be recorded every trial after set 1 was complete. Generalization was measured as well. The student practiced spelling the word on a tablet but was probed with the materials of paper and pencil. The student was also generalizing what was practiced during the probe because he or she was asked to then read the word both in isolation and in a sentence. Results show that the Time Delay intervention was effective in the acquisition, maintenance, and generalization of sight words for all participants. In addition, results from student and teacher questionnaires indicate that Time Delay was a socially valid intervention.
The Effectiveness of a 3-second Constant Time Delay Procedure on the Sight Word Acquisition Among Three Learning Disabled Students
Author: Dorothy BruggemanPublisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 82
Book Description
The Comparable Effects of Spanish and English Instruction on Sight Word Reading Using a Constant Time Delay and Incidental Teaching Procedures by Hispanic Learners with Mental Retardation
Author: Elba I. Rohena-DiazPublisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 358
Book Description
The purpose of this study were to investigate (a) the effectiveness and efficiency of a 4-second time delay instructional package to teach English sight word reading, (b) the differential effects of language of instruction on the percentage of English sight words read in the classroom settings and in the natural setting, and (c) the percentage of incidental information learned during Spanish versus English instruction by four Hispanic (i.e., Puerto Ricans) middle school students with mental retardation. A multiple probe across students with an embedded adapted alternating treatments design was used. Sign words from local grocery and department stores were targeted for instruction. The study began with a baseline condition in which students' performance on 15 sight words targeted for instruction were assessed. During the intervention, sight words were taught using a 4-second time delay instructional package across Spanish and English time delay and no treatment conditions. Incidental information was provided upon correct responding during these instructional sessions. Generalization probes were conducted during baseline and intervention conditions and after the intervention was concluded. The results indicated that the intervention was effective and efficient in teaching English sight word reading to all four students. Additionally, all four students generalized word reading from the classroom to the natural setting and learned most of the incidental information. In general, the effect of language of instruction (i.e., Spanish and English) on sight word reading instruction was comparable.
Linguistics and Language Behavior Abstracts
Author: Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 1700
Book Description
Teaching Sight Words to Students with Mental Retardation and Learning Disabilities
Author: Melissa G. KnightPublisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 160
Book Description
Comparing Constant Time Delay and Constant Time Delay with Sign Language as Non-target Information to Teach Young Children to Read Basic Sight Words
Author: Erin LennonThe Effects of Digital Texts with Transition to Literacy Features on the Sight Word Recogntion Skills of Young Children with Disabilities
Author: Aisling BoylePublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Acquiring sight words aids children in developing phonemic awareness and phonics skills, and supports participation in early reading activities. Previous research has indicated children with disabilities can successfully acquire sight words using flashcards and time delay procedures. However, such activities may not be viewed as socially valid as they do not incorporate developmentally appropriate practices such as utilizing authentic reading materials and including interactions with peers. To meet this need, digital texts were created based on I-spy books with Transition to Literacy (T2L) features in which a target word is dynamically presented in spoken and written form when the matching picture is touched. These digital texts were then incorporated into shared reading activities with dyads of a child with a disability and a typically developing peer. A multiple probe design across dyads was used to evaluate the effects of this intervention. Participants with disabilities acquired an average of 73.3% of the words to which they were exposed, a gain of 4.25 words above the baseline average of 1.68 correct responses. Intervention averaged 6.2 weeks, with 65.1 minutes of intervention for each dyad. The results of study provide support that incorporating digital texts with T2L features into inclusive shared reading activities can be an effective and socially valid method to develop the sight word recognition skills of young children with disabilities.
Early Intervention for Infants and Children with Handicaps
Author: Samuel L. OdomPublisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 344
Book Description
Author: