For learners who need sight-word practice, including young students and struggling readers, digital flash cards may promote automatic word recognition when used as a supplemental activity to regular reading instruction. A novel use of common presentation software efficiently supports this practice strategy.

Over the years, teachers have looked for the best way to teach their students to read. There are those who believe that teaching sight words is the best way to teach while others believe that a foundation in phonics instruction is a must. The purpose of this study is to determine the effect that phonics instruction has on the oral reading fluency…

Constant time delay (CTD) and simultaneous prompting (SP) are effective response prompting procedures for teaching students with moderate to severe disabilities. The purpose of this study was to compare the efficiency of CTD and SP when teaching functional sight words to four students, 8-11 years of age, with moderate intellectual disability (ID)…

Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of…

The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional…

This was a quasi-experimental comparison study conducted in a rural suburban school district in Texas. The primary purpose of this study was to determine whether elementary students with dyslexic tendencies, who received the Tier III, Orton-Gillingham- (O-G) based Take Flight reading intervention being piloted on two campuses, showed statistically…

The authors of this study evaluated the acquisition of instructive feedback information presented to four kindergarten children with mild delays taught in dyads using a constant time delay (CTD) procedure. They also assessed the learning of observational (dyadic partner) information within this instructional arrangement. A multiple probe design…

In the current study, we examined the effects of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and constant time delay during the instruction of reading sight words aloud to young adults with autism spectrum disorder. We used a concurrent multiple baseline across participants design to…

The goal of the current study was to determine whether Concept of Word in Text (COW-T) predicts later sight word reading achievement in Spanish, as it does in English. COW-T requires that children have beginning sound awareness, automatic recognition of letters and letter sounds, and the ability to coordinate these skills to finger point…

Traditional drill and practice (TDP) and incremental rehearsal (IR) are flashcard drill techniques for teaching sight words to students. Although both have extensive research support, no study to date has compared these methods with children who have autism spectrum disorder (ASD). Utilizing an adaptive alternating treatments design, the present…

Many children and adults have specific reading disabilities; insight into the brain structure underlying these difficulties is evolving from imaging. Previous research highlights the left temporal-parietal white matter as important in reading, yet the degree of involvement of other areas remains unclear. Diffusion tensor imaging (DTI) and…

We used a multiple baseline across word lists design nested within a multiple baseline across participants design to examine the effects of instruction delivered using an iPad® app on sight word fluency and oral reading fluency of six first graders identified as at risk for reading failure. In Study 1, three students participated in…

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource…

Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…

The purpose of the study was to evaluate the effectiveness of reading racetracks with three 8-year-old students with learning disabilities. All three children were performing well below grade level in reading. A single subject reversal design was used to evaluate the effects of employing reading racetracks. Corrects responses and errors were…