This paper evaluates literature surrounding the effectiveness of Precision Teaching (PT) for improving the skill acquisition of children with autism. PT's aim is the attainment of behavioural fluency across educational and social contexts, as well as potentiality to enhance the learning of pupils with autism. This review evaluates the existing…

Many children with different kinds of learning problems struggle with reading. To help them combat their challenges, easy-to-implement interventions are needed. Reading racetracks have proven to be effective tools to increase sight word fluency in students with disabilities. The purpose of this single-case study was to evaluate this technique, for…

Strategic Incremental Rehearsal (SIR) is a recently developed flashcard intervention that blends Traditional Drill with Incremental Rehearsal (IR) for teaching sight words. The initial study evaluating SIR found it was more effective than IR for teaching sight words to first-grade students. However, that study failed to assess efficiency, which is…

In the current study, we examined the effects of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and constant time delay during the instruction of reading sight words aloud to young adults with autism spectrum disorder. We used a concurrent multiple baseline across participants design to…

Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer-based flash card sight-word reading interventions, 1 with 1-s response intervals and another with 5-s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3?min.…

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

The intent of this qualitative case study was to take an in-depth look at the perceived benefit or lack thereof of a programmed reading curriculum for students with moderate cognitive disabilities within a Title 1 inner-city school. The rationale for the study was that students with moderate cognitive disabilities have difficulties learning to…

Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self-modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and…

This study sought to determine the effects of explicit phonics instruction and sight word instruction on the letter-sound identification and word reading of 13- to 15-year-old English language learners in the eighth grade who were identified as having intellectual disabilities (ID). Using a randomized single-subject design, four Hispanic students…

This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…

This study investigated the effects of two levels of intensity (one lesson per day or two lessons per day) of a spelling intervention on students at risk for school failure. A quasi-experimental group design with random assignment was used. Elementary-level participants (n = 39) enrolled in a 4-week summer remedial program progressed through the…

Evaluates the effectiveness of two different intertrial intervals for increasing the sight word vocabulary of four learning disabled students. Results indicate that, when measuring learning as a function of instructional time, immediate presentation resulted in a faster learning rate than did the five-second condition for three of the…