This paper reviews selected literature pertaining to simultaneous prompting and the acquisition of non-target information for individuals with moderate to severe disabilities. The purpose of this review was to discuss the definition of non-target information (NTI) and the various places it can be embedded within an instructional trial. The…

This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students…

In this investigation, the acquisition of both functional and core content sight words was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education…

Two programs that may be used for instruction of handicapped or remedial students in sight word recognition--the EDMARK Reading Program and the Essential Sight Words Program--are reviewed and compared in terms of words taught, program design, and potential usefulness. (CL)

A model is described for generating Quick Word Tests to assess the sight recognition vocabulary of secondary students along with a high utility list of 596 words to screen automatic recognition sight vocabulary for native speakers, second language and special education students, and adults in basic education and literacy classes. (Author/CL)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…