Comparison of Two Instructional Strategies for Students with Autism to Read Sight Words


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Akcin N.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.13, no.51, pp.85-106, 2013 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 51
  • Publication Date: 2013
  • Title of Journal : EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Page Numbers: pp.85-106
  • Keywords: Autism, sight word reading, constant time-delay, stimulus fading, single-subject design, INDIVIDUALS, CHILDREN

Abstract

Problem Statement: Literacy skills are extremely important for all individuals, especially children with autism, because these skills provide a channel for educational assessment and learning as well as enhance vocational opportunities, promote self-expression, and facilitate independent living. Some individuals with autism cannot acquire academic literacy skills, though they can acquire the functional literacy skills that are essential for them to live, work and participate in social life. Word reading is the first step of functional literacy instruction. Previous studies in literature have compared the effectiveness of constant time-delay and stimulus fading procedures within sight word reading instruction. These studies included participants with mild and moderate mental retardation. However, it is surprising that there are so few similar studies conducted among individuals with autism. In addition, existing studies have revealed that teachers lack the specific information and skills necessary to teach literacy skills to individuals with autism. This study will contribute to literature comparing the effectiveness and efficiency of constant time-delay and stimulus fading strategies in teaching students with autism to read sight words.