Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder

Research output: Contribution to journalArticle

2 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)1193-1204
Number of pages12
JournalJournal of Autism and Developmental Disorders
Volume49
Issue number3
DOIs
StatePublished - Mar 15 2019

Fingerprint

Reading
Curriculum
Software
Learning
Aptitude
Autism Spectrum Disorder
Literacy
Direction compound

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

Cite this

@article{a515904513e74aaf9f06107105e02223,
title = "Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder",
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.",
author = "Kelsey Mandak and Light, {Janice Catherine} and McNaughton, {David Brent}",
year = "2019",
month = "3",
day = "15",
doi = "10.1007/s10803-018-3817-1",
language = "English (US)",
volume = "49",
pages = "1193--1204",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
number = "3",

}

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 -