Systematic Instruction of Phonics Skills Using an iPad for Students With Developmental Disabilities Who Are AAC Users
Autor: | Leah Wood, Lynn Ahlgrim-Delzell, Diane M. Browder, Amy Kemp-Inman, Angela I. Preston, Carol Stanger |
---|---|
Rok vydání: | 2015 |
Předmět: |
Sight word
Multimedia media_common.quotation_subject 05 social sciences Rehabilitation 050301 education Computer-Assisted Instruction Phonics computer.software_genre Literacy Education Augmentative and alternative communication Phonological awareness Reading (process) Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education computer Inclusion (education) 050104 developmental & child psychology media_common |
Zdroj: | The Journal of Special Education. 50:86-97 |
ISSN: | 1538-4764 0022-4669 |
Popis: | 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. |
Databáze: | OpenAIRE |
Externí odkaz: |