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ERIC Number: EJ1106273
Record Type: Journal
Publication Date: 2016-Aug
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-4669
Systematic Instruction of Phonics Skills Using an iPad for Students with Developmental Disabilities Who Are AAC Users
Ahlgrim-Delzell, Lynn; Browder, Diane M.; Wood, Leah; Stanger, Carol; Preston, Angela I.; Kemp-Inman, Amy
Journal of Special Education, v50 n2 p86-97 Aug 2016
A phonics-based reading curriculum in which students used an iPad to respond was created for students with developmental disabilities not able to verbally participate in traditional phonics instruction due to their use of augmentative and assistive communication. Time delay and a system of least prompts used in conjunction with text-to-speech software enabled students to participate in phonics instruction that included segmenting, decoding, sight words, and comprehension after reading a decodable short passage. Students were randomly assigned to a treatment group who received the phonics instruction or a control group who received sight word instruction on the iPad. A repeated-measures ANOVA found that students who received the iPad-based phonics curriculum outperformed the control students. Hierarchical linear model (HLM) analysis supports a two-level model with a time by group membership interaction effect, the inclusion of student-level variables was not statistically significant.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: EDIES11C0027