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Combining teacher‐Led and technology‐assisted instruction to improve phoneme blending to read words for elementary students with disabilities
Author(s) -
Coleman Mari Beth,
Fowler Kristen,
Parater Alexandra Lee,
Riley Marie Jackson,
Park Yujeong,
Moore Tara C.
Publication year - 2021
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12521
Subject(s) - reading (process) , mathematics education , psychology , intervention (counseling) , computer assisted instruction , multiple baseline design , teaching method , instructional design , educational technology , assistive technology , phonics , computer science , multimedia , primary education , linguistics , philosophy , human–computer interaction , psychiatry
Abstract Technology‐assisted instruction has potential for helping students improve their reading skills. In the current studies, PowerPoint software was used to supplement teacher‐led reading instruction for elementary‐aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was assessed using two multiple probe design studies across sets of words based on an onset‐rime (word family) strategy. In Study 1, teacher‐led instruction was paired with technology‐assisted instruction for all intervention sessions for three students in first and second grade. In Study 2, teacher‐led instruction occurred between baseline and technology‐assisted intervention sessions for three students in third and fourth grade. During the initial instruction sessions, participants recorded their own voices onto PowerPoint slides so that their technology‐assisted instruction included self‐modelling. Results of both studies indicated that technology‐assisted instruction can be effective for helping students learn how to blend phonemes to read words; however, performance varied and there were limitations in each study that should be addressed in future research. Relevant implications for classroom instruction are emphasized.