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

作者：Ahlgrim Delzell Lynn; Browder Diane M; Wood Leah; Stanger Carol; Preston Angela I; Kemp Inman Amy

来源：Journal of Special Education, 2016, 50(2): 86-97.

DOI：10.1177/0022466915622140

• phonics
• time delay
• systematic instruction
• autism
• intellectual disability

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.

• 出版日期2016-8