etadd_47(3) - Division on Autism and Developmental Disabilities

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TABLE 1 Reading Programs Used to Teach Reading to Participants Reading Program/Instruction control group continued with their regular reading program with no additional instruction. Dependent variables. Measures of reading achievement directly related to word identification and decoding skills were used. Two subtests on Woodcock-Johnson III Diagnostic Reading Battery (WJIII DRB, Schrank, et al., 2004) were used: (i) Letter-Word Identification measures the ability of the respondent to identify letters and words, (ii) Word Attack measures the ability of the respondent to apply phonic skills to decode non-words. Together the two tests form a basic reading skills Synthetic Phonics Number of Participants using Program Analogy Phonics Control Total Letter-sound recognition using flashcards 2 3 1 5 Letter-sound recognition and sight-words 5 5 5 15 Dolch Sight Words (Dolch, 1948) 0 2 1 3 Edmark Reading Series (Edmark, 1992) 2 3 4 9 Reading Milestones (Quigley, McNally, Rose, & King, 2001) 0 1 3 4 Merrill Reading Series (Mercer, Rudolph, & Wilson, 1998) 1 1 1 3 Wilson Reading Program (Wilson, n.d.) 0 2 0 2 My Sidewalks-modified by teacher (Juel, Patatore, & Simmons, 2008) 7 4 2 13 Authentic Children’s Literature with teacher-made questionnaires 1 1 1 3 TABLE 2 Demographic Characteristics of Participants Characteristic Synthetic (n 17) Treatment Group Analogy (n 18) Control (n 19) Female 41% 39% 41% Ethnicity Caucasian 69% 55% 70% African American 0% 11% 0% Hispanic 19% 12% 12% Asian 12% 0% 18% Other 0% 22% 0% cluster with a mean reliability of 0.93 in the age range of 5–19 years. The cluster has a strong correlation with the Kaufman Test of Educational Achievement (KTEA) (Kaufman & Kaufman, 1985), and the Wechsler Individual Achievement Test (Wechsler, 1992), evidence of concurrent validity. The initial items on the WJIII DRB tests did not require respondents to give verbal answers but required them to point to answers. Four of the non-verbal participants did not progress beyond these items. For items in which respondents were required to read a word, items were presented randomly in groups of three words, and read aloud by the researcher. Nonverbal participants were asked to point to the word read aloud. Two measures created by the researcher were also used. Training word identification measured the number of words participants read correctly after those words had been explicitly taught to and practiced by participants. Transfer word identification measured the number of words participants read correctly which had a similar phonetic structure to the training words but had not been practiced by participants during the study. Forty training words and forty transfer words were selected using the following procedure. The Dolch High Frequency Reading List (Dolch, 272 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 3 Word Lists List No. Training Words Transfer Words 1 at, cat, mat, pat, rat, bat, hat, sat, vat, fat 2 fan, pan, can, tan, van an, ban, man, ran, dan 3 it, hit, sit, fit, lit pit, kit, bit, quit, wit 4 got, pot, hot, lot, not dot, rot, tot, cot, jot 5 old, cold, hold, told, scold bold, gold, mold, fold, sold 6 bank, blank, plank, sank, thank clank, rank, spank, tank, yank 7 behind, blind, find, kind, wind bind, grind, hind, mind, rind 8 art, artist, chart, dart, start depart, martin, part, smart, tart 1948) and Fry’s 300 Instant Sight Words (Fry & Kress, 2006) were compared. Words common to both lists were categorized according to their phonetic structure, and additional words with the same phonetic structure were added to each group. Words with a common phonetic structure were grouped into eight lists and sequenced to reflect other methods of phonics instruction in which words are sequences in an order that facilitates systematic and cumulative learning. Words with short vowels were introduced first, followed by blends and vowel combinations in the order shown in Table 3. Non-verbal participants were presented with three words and then asked to point or indicate which word was being spoken by the researcher. Cronbach’s alpha was used to calculate internal-consistency for all four measures used in the study. For the first 24 items in Letter- Word Identification p xx’ .948, for the first ten items in Word Attack p xx’ .761, for the first ten items in training word identification p xx’ .924 and for the first ten items in transfer word identification p xx’ .924. Intervention To determine the starting point of the intervention, scores on the pretest for training words were used. If a participant read 60% or less of the words in a list correctly then intervention started with that list. If a participant read 80% or more of the words in a list correctly then pretesting continued. The intervention took place in the participant’s classroom, and was administered individually to participants, by the researcher who was trained and experienced in phonics instruction using sound-symbol association. Participants in the synthetic and analogy treatment groups received twelve sessions of phonics instruction, lasting 15–20 minutes, a time commensurate with instructional time recommended for typically developing children in phonics (NRP, 2000). The instruction in both conditions followed the same format. Participants were asked to imitate and practice the letter sounds and words presented on 5”x7” flashcards in bold Ariel font size 96 and read aloud to the participant. After practicing the letter sounds and words, participants were given a matching exercise in which they matched the words they had learned to pictures. Participants were praised for correct responses. For incorrect responses the sound or word was modeled again. Results Main Analysis One-way Analyses of the Variance (ANOVAs) were performed to compare pretest scores on all four dependent variables. No significant differences were found between the three treatment groups. Means in all the posttest measures were higher than the means in the pretest for all three groups (Table 4). Pearson r correlations for pretest and posttest measures of the dependent variables (Table 5) showed that the scores were highly correlated on all four measures. The pattern of pretest and posttest correlations for the total sample and each of the treatment groups support the assumption of linearity and homogeneity of Effects of Systematic Phonics / 273
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Page 21: of words, and in the short term wer
Page 25 and 26: TABLE 6 Pairwise Comparisons on Pos
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Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
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Page 53 and 54: Accordingly, recent research has in
Page 55 and 56: Method Participants Four male child
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Page 63 and 64: Figure 3. Ryan’s Progress in Play
Page 65 and 66: Figure 5. Social Validity: Average
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Page 71 and 72: Method Participants Four high schoo
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TABLE 1 Task Analyses for all Tasks
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Figure 1. Holly multiple baseline g
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Figure 3. Norman multiple baseline
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ing at photographs. Jake only requi
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tion, some aspects of the target be
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table video aids may lead to greate
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TABLE 2 Task Analyses Including Vid
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table.” During the session, the t
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Figure 2. Percent of steps with err
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ter the 15 th session. With table w
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our students, it may have been diff
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Education and Training in Autism an
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TABLE 2 Participants Demographic Da
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opening of the lesson, the teacher
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TABLE 4 Total Number of Items Answe
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Figure 2. Total number of procedura
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serve both cognitive (e.g., self in
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and quasi-experimental designs for
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& Cobb, 2002). Generalization, the
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academic activities in the classroo
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Procedure Baseline. In this multipl
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condition for each student. With th
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was repeated across all participant
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Boning, R. A. (1997). SRA Specific
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TABLE 1 Student demographic informa
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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