Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels via an iPad App

Pamela J. Mims (Lead / Corresponding author), Carol Stanger, Julie A. Sears, Wendee White (Contributing member)

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
183 Downloads (Pure)

Abstract

Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.
Original languageEnglish
Pages (from-to)197-206
Number of pages10
JournalRural Special Education Quarterly
Volume37
Issue number4
Early online date22 Aug 2018
DOIs
Publication statusPublished - Dec 2018

Keywords

  • intellectual disability
  • literacy instruction
  • assistive technology
  • rural special education

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