Abstract
Despite the importance of literacy in today’s educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1193-1204 |
| Number of pages | 12 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 49 |
| Issue number | 3 |
| DOIs | |
| State | Published - Mar 15 2019 |
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All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
Cite this
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Digital Books with Dynamic Text and Speech Output : Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder. / Mandak, Kelsey; Light, Janice Catherine; McNaughton, David Brent.
In: Journal of Autism and Developmental Disorders, Vol. 49, No. 3, 15.03.2019, p. 1193-1204.Research output: Contribution to journal › Article
TY - JOUR
T1 - Digital Books with Dynamic Text and Speech Output
T2 - Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder
AU - Mandak, Kelsey
AU - Light, Janice Catherine
AU - McNaughton, David Brent
PY - 2019/3/15
Y1 - 2019/3/15
N2 - Despite the importance of literacy in today’s educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum.
AB - Despite the importance of literacy in today’s educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum.
UR - http://www.scopus.com/inward/record.url?scp=85056733898&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85056733898&partnerID=8YFLogxK
U2 - 10.1007/s10803-018-3817-1
DO - 10.1007/s10803-018-3817-1
M3 - Article
C2 - 30430319
AN - SCOPUS:85056733898
VL - 49
SP - 1193
EP - 1204
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 3
ER -