This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0-to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was the percentage of unprompted correct receptive identification responses for target phonemes during instruction and probes. All students mastered their target phonemes, generalized the skills across materials, and maintained the skills at or above 50% of accuracy 4 and 7 weeks after the intervention was completed. This study expands the knowledge on using touch screen iPad application for early literacy instruction of young children with disabilities.
This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a multiple-probe design across three target phonemes and replicated with three young children. Results indicated all children not only improved their performance on their target phonemes but also learned some of their peers’ target phonemes through observational learning. Implications for using tablet computers in a small-group arrangement are discussed.
This study evaluated the efficacy of using a researcher-developed iPad app that incorporated to 0-5 s constant time delay procedures to improve phonological awareness skills in young English-language learners with disabilities. A multiple probe design across three target phoneme sets and replicated with three students was used to evaluate experimental control. All students mastered their target phonemes and also learned some of the nontarget information (vocabulary) from the vocabulary models provided during instruction. Further, they generalized the skills across materials and maintained the majority of the skills after 3 weeks post-intervention. Findings are discussed with regard to using researcher-developed apps in daily instruction.
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