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
AU - McNaughton, David
N1 - Funding Information:
Funding This study was funded by (a) a doctoral training grant funded by U.S. Department of Education Grant #H325D110008; and (b) a Grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR Grant #90RE5017) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (The RERC on AAC). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this study do not necessarily represent the policy of NIDILRR, ACL, HHS, and you should not assume endorsement.
Publisher Copyright:
© 2018, Springer Science+Business Media, LLC, part of Springer Nature.
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.
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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 -