Reading Aides

This category of articles includes studies and reviews pertaining to the use of reading aids, such as text-to-speech software and e-books, both in and outside of the classroom.

Extending research on a computer-based sight-word reading intervention to a student with autism

Jun 28, 2013, 13:03 PM
Yaw, J.S., Skinner, C.H., Parkhurst. J., Taylor, C.M., Booher, J. & Chambers, K. (2011). Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism. Journal of Behavior Education, 20, 44-54.

Characteristics

  • Grade/Age Level: Sixth grade student
  • Specific Difficulty Addressed: Sight word reading in a student with Autism
  • Type of AT Used: Computer-based sight word reading intervention (CBSWRI)

Setting

Method

  • A multiple-baseline design was used.
  • A 12-year-old boy with Autism named Craig was the participant for this study.
  • 3 lists of 10 words from the Dolch Word List for primer and 1st grade were used to develop the intervention and assessment programs using PowerPoint©.
  • The assessment program presented the words individually and then 2 seconds later presented a recording of the word.
  • The computer program GarageBand© was used to record Craig’s oral responses during the assessment programs.
  • The dependent variable was the number of words read correctly.
  • Baseline: during the first 3 sessions Craig was assessed on all three word lists day.
  • Intervention: the CBSWRI was applied in a staggered fashion with 1 list at a time. After each intervention day, he was assessed on all 3 word lists. -During the assessment, Craig was instructed to try to say the word before it disappeared (2 seconds). Words he read correctly before for word disappeared were scored as correct.
  • The CBSWRI intervention had 5 versions with 40 trials, since each of the 10 words was repeated 4 times. Craig was instructed to say the word before the recording and after the recording before the word disappeared (2 seconds). Each CBSWRI took approximately 200s to complete.

Results

  • Baseline: Craig read either 0 or 1 word correctly across word lists A, B, and C.
  • Intervention: Craig was able to correctly read at least 4 words correctly after CBSWRI and maintained his word reading for list A and B after the word list was removed from the intervention. Overall, he demonstrated learning for 25 of the 30 words.
  • Discussion: 
  • With three replications using three word lists, this study provided strong evidence of a treatment effect.
  • The intervention is relatively quick to implement with positive outcomes.
Categories:
  • Reading
Tags:

Computer Assisted Instruction

Extending research on a computer-based sight-word reading intervention to a student with autism

Jun 28, 2013, 13:03 PM
Yaw, J.S., Skinner, C.H., Parkhurst. J., Taylor, C.M., Booher, J. & Chambers, K. (2011). Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism. Journal of Behavior Education, 20, 44-54.

Characteristics

  • Grade/Age Level: Sixth grade student
  • Specific Difficulty Addressed: Sight word reading in a student with Autism
  • Type of AT Used: Computer-based sight word reading intervention (CBSWRI)

Setting

Method

  • A multiple-baseline design was used.
  • A 12-year-old boy with Autism named Craig was the participant for this study.
  • 3 lists of 10 words from the Dolch Word List for primer and 1st grade were used to develop the intervention and assessment programs using PowerPoint©.
  • The assessment program presented the words individually and then 2 seconds later presented a recording of the word.
  • The computer program GarageBand© was used to record Craig’s oral responses during the assessment programs.
  • The dependent variable was the number of words read correctly.
  • Baseline: during the first 3 sessions Craig was assessed on all three word lists day.
  • Intervention: the CBSWRI was applied in a staggered fashion with 1 list at a time. After each intervention day, he was assessed on all 3 word lists. -During the assessment, Craig was instructed to try to say the word before it disappeared (2 seconds). Words he read correctly before for word disappeared were scored as correct.
  • The CBSWRI intervention had 5 versions with 40 trials, since each of the 10 words was repeated 4 times. Craig was instructed to say the word before the recording and after the recording before the word disappeared (2 seconds). Each CBSWRI took approximately 200s to complete.

Results

  • Baseline: Craig read either 0 or 1 word correctly across word lists A, B, and C.
  • Intervention: Craig was able to correctly read at least 4 words correctly after CBSWRI and maintained his word reading for list A and B after the word list was removed from the intervention. Overall, he demonstrated learning for 25 of the 30 words.
  • Discussion: 
  • With three replications using three word lists, this study provided strong evidence of a treatment effect.
  • The intervention is relatively quick to implement with positive outcomes.
Categories:
  • Reading
Tags: