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

Autor/inn/en	Ahlgrim-Delzell, Lynn; Browder, Diane M.; Wood, Leah; Stanger, Carol; Preston, Angela I.; Kemp-Inman, Amy
Titel	Systematic Instruction of Phonics Skills Using an iPad for Students with Developmental Disabilities Who Are AAC Users
Quelle	In: Journal of Special Education, 50 (2016) 2, S.86-97 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915622140
Schlagwörter	Developmental Disabilities; Phonics; Handheld Devices; Telecommunications; Augmentative and Alternative Communication; Computer Assisted Instruction; Assistive Technology; Computer Software; Educational Technology; Computer Uses in Education; Decoding (Reading); Sight Method; Reading Instruction; Experimental Groups; Control Groups; Statistical Analysis; Hierarchical Linear Modeling; Intellectual Disability; Group Membership; Pervasive Developmental Disorders; Literacy; Literacy Education; Phonological Awareness; Phonemes; Pretests Posttests; Randomized Controlled Trials; Intervention + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Telekommunikationstechnik; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Computernutzung; Dekodierung; Look-and-say method; Ganzheitsmethode; Leseunterricht; Statistische Analyse; Intellect; Disability; Disabilities; Verstand; Behinderung; Gruppenzugehörigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Fonem
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01