Comparison of Constant Time Delay and Simultaneous Prompting to Teach Word Reading Skills to Students with Intellectual Disability

Autor/in	Aldosiry, Norah
Titel	Comparison of Constant Time Delay and Simultaneous Prompting to Teach Word Reading Skills to Students with Intellectual Disability
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 3, S.317-331 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldosiry, Norah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1771513
Schlagwörter	Students with Disabilities; Program Effectiveness; Prompting; Time; Decoding (Reading); Reading Instruction; Word Recognition; Reading Skills; Mild Intellectual Disability; Moderate Intellectual Disability; Elementary School Students; Sight Method; Instructional Effectiveness; Foreign Countries; Saudi Arabia (Riyadh) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Benutzerführung; Zeit; Dekodierung; Leseunterricht; Worterkennung; Reading skill; Lesefertigkeit; Look-and-say method; Ganzheitsmethode; Unterrichtserfolg; Ausland
Abstract	This study compares the effectiveness and efficiency of constant time delay (CTD) and simultaneous prompting (SP) to teach decoding and word reading to four students, 7 to 9 years of age, with intellectual disabilities (ID) in the mild to moderate range. An adapted alternating treatment design was implemented to assess the two methods. The results suggest that both procedures were equally effective. All four students learned to decode and read the instructional words. Maintenance data showed no substantial differences between the two teaching procedures. CTD was more efficient according to two efficiency measures since three students acquired the word sets taught with CTD in fewer sessions and trials. However, SP was more efficient in terms of the number and percentage of errors made and the instructional time needed for all four students. Two students were able to decode and read all or some of the generalization words, while the other two were able to decode a higher percentage of sounds within the words than before the teaching sessions. This study shows that CTD and SP are effective in improving reading skills for students with ID. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01