Computer-Based Reading Instruction for Young Children with Disabilities

Abstract

This investigation examined the effectiveness of a computer program in teaching sight word recognition to four young children with developmental disabilities. The intervention program was developed through a formative evaluation process. It embedded a constant-time-delay procedure and involved sounds, video, text, and animations. Dependent measures were the percentage of correct responses during full and daily probe conditions. A multiple probe design across four word sets, replicated by four participants, was employed to evaluate the effectiveness of the program. Findings indicate that all children acquired the target words. They also learned incidental information (i.e., word definition) presented in an antecedent event and generalized sight word recognition across modes and materials.

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