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ERIC Number: EJ884367
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-1938-727X
Sight Word Recognition among Young Children At-Risk: Picture-Supported vs. Word-Only
Meadan, Hedda; Stoner, Julia B.; Parette, Howard P.
Assistive Technology Outcomes and Benefits, v5 n1 p45-58 Fall 2008
A quasi-experimental design was used to investigate the impact of Picture Communication Symbols (PCS) on sight word recognition by young children identified as "at risk" for academic and social-behavior difficulties. Ten pre-primer and 10 primer Dolch words were presented to 23 students in the intervention group and 8 students in the control group during interactive games. Assessments occurred at four points and results indicated that children in the control group learned sight words faster under similar conditions of activities and time. These findings are consistent with previous literature and offer further insight into the learning of sight words by this population. Interactive games proved effective with children; they learned quickly over a relatively short time exposure. In the last assessment (word and picture) the intervention group performed better than the control group, indicating that pictures assisted young children to identify and learn new words in a relatively short period of time. (Contains 2 tables and 1 figure.)
Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Developmental Indicators for the Assessment Learning; Dolch Basic Sight Vocabulary