Increasing Sight-Phrase Reading with an iPad Intervention for Two Students with Intellectual Disability

Autor/inn/en	Aspiranti, Kathleen B.; Dula, Mark E.; Ebner, Sara; Hilton-Prillhart, Angela
Titel	Increasing Sight-Phrase Reading with an iPad Intervention for Two Students with Intellectual Disability
Quelle	In: Journal of Intellectual Disabilities, 27 (2023) 2, S.451-465 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aspiranti, Kathleen B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/17446295221083148
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Look-and-say method; Ganzheitsmethode; Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Worterkennung; Tablet computer; Tablet PC; Computer; Digitalrechner; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Inklusion; School year 02; 2. Schuljahr; Schuljahr 02
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01