Systematic Instruction of Phonics Skills Using an iPad for Students With Developmental Disabilities Who Are AAC Users

被引:42
作者
Ahlgrim-Delzell, Lynn [1 ]
Browder, Diane M. [1 ]
Wood, Leah [2 ]
Stanger, Carol [3 ]
Preston, Angela I. [1 ]
Kemp-Inman, Amy [1 ]
机构
[1] Univ N Carolina, Charlotte, NC USA
[2] Calif Polytech State Univ San Luis Obispo, San Luis Obispo, CA 93407 USA
[3] Attainment Co, Verona, WI USA
关键词
phonics; time delay; systematic instruction; autism; intellectual disability; MODERATE INTELLECTUAL DISABILITIES; EARLY LITERACY PROGRAM; READING-INSTRUCTION; TEACHING STUDENTS; YOUNG-CHILDREN; AUTISM; INDIVIDUALS;
D O I
10.1177/0022466915622140
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
A phonics-based reading curriculum in which students used an iPad to respond was created for students with developmental disabilities not able to verbally participate in traditional phonics instruction due to their use of augmentative and assistive communication. Time delay and a system of least prompts used in conjunction with text-to-speech software enabled students to participate in phonics instruction that included segmenting, decoding, sight words, and comprehension after reading a decodable short passage. Students were randomly assigned to a treatment group who received the phonics instruction or a control group who received sight word instruction on the iPad. A repeated-measures ANOVA found that students who received the iPad-based phonics curriculum outperformed the control students. Hierarchical linear model (HLM) analysis supports a two-level model with a time by group membership interaction effect, the inclusion of student-level variables was not statistically significant.
引用
收藏
页码:86 / 97
页数:12
相关论文
共 31 条
[1]  
Ahlgrim-Delzell L, 2014, EDUC TRAIN AUTISM DE, V49, P517
[2]   COMPREHENSIVE READING INSTRUCTION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: FINDINGS FROM THE FIRST THREE YEARS OF A LONGITUDINAL STUDY [J].
Allor, Jill H. ;
Mathes, Patricia G. ;
Roberts, J. Kyle ;
Cheatham, Jennifer P. ;
Champlin, Tammi M. .
PSYCHOLOGY IN THE SCHOOLS, 2010, 47 (05) :445-466
[3]  
Allor JH, 2010, EDUC TRAIN AUTISM DE, V45, P3
[4]  
Attainment Company, GoTalk Now
[5]  
Bailey RL, 2011, EDUC TRAIN AUTISM DE, V46, P352
[6]  
Browder D.M., 2007, EARLY LITERACY SKILL
[7]   An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities [J].
Browder, Diane ;
Ahlgrim-Delzell, Lynn ;
Flowers, Claudia ;
Baker, Joshua .
REMEDIAL AND SPECIAL EDUCATION, 2012, 33 (04) :237-246
[8]   Literacy for Students With Severe Developmental Disabilities What Should We Teach and What Should We Hope to Achieve? [J].
Browder, Diane ;
Gibbs, Susan ;
Ahlgrim-Delzell, Lynn ;
Courtade, Ginevra R. ;
Mraz, Maryann ;
Flowers, Claudia .
REMEDIAL AND SPECIAL EDUCATION, 2009, 30 (05) :269-282
[9]   Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities [J].
Browder, Diane M. ;
Ahlgrim-Delzell, Lynn ;
Courtade, Ginevra ;
Gibbs, Susan L. ;
Flowers, Claudia .
EXCEPTIONAL CHILDREN, 2008, 75 (01) :33-52
[10]   Research on reading instruction for individuals with significant cognitive disabilities [J].
Browder, Diane M. ;
Wakeman, Shawnee Y. ;
Spooner, Fred ;
Ahlgrim-Delzell, Lynn ;
Algozzine, Bob .
EXCEPTIONAL CHILDREN, 2006, 72 (04) :392-408