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The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities

Ott, Jenna C
http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596

Abstract Details

2019, Master of Arts, Ohio State University, Educational Studies.
Reading is a skill in which many students with disabilities perform at a lower level than their peers without disabilities. While previous studies have shown that learning how to read does not automatically help students learn how to spell, learning how to spell does help children learn how to read. Immediate feedback, immediate self-correction, and repetition have been found to be effective components of effective spelling instruction intervention packages. The current study examined the effects of adding technology to the Time Delay strategy on student’s acquisition, maintenance, and generalization of spelling sight words, and also the student’s ability to read those sight words in isolation and fluently in text. This study examined the effects of the Time Delay procedure on sight word spelling for kindergarten and first grade elementary students with high-incidence disabilities in an urban school setting. A multiple baseline single-subject design was used to determine the effectiveness of the Time Delay strategy to teach 15 unknown Dolch Sight Words. These sight words were selected based on an assessment given to determine which words students could not read, and also could not spell. Unknown sight words were put into 3 sets of 5 words each. The Time Delay intervention was used to help students practice spelling these words and a probe for all 15 words was conducted after each session. This allowed maintenance measures to be recorded every trial after set 1 was complete. Generalization was measured as well. The student practiced spelling the word on a tablet but was probed with the materials of paper and pencil. The student was also generalizing what was practiced during the probe because he or she was asked to then read the word both in isolation and in a sentence. Results show that the Time Delay intervention was effective in the acquisition, maintenance, and generalization of sight words for all participants. In addition, results from student and teacher questionnaires indicate that Time Delay was a socially valid intervention.
Moira Konrad, Dr. (Advisor)
Sheila Morgan, Dr. (Committee Member)
87 p.
Education; Special Education
Time Delay, Technology, Sight Words, High Incidence Disabilities

Recommended Citations

Citations

  • Ott, J. C. (2019). The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596

    APA Style (7th edition)

  • Ott, Jenna. The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities. 2019. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596.

    MLA Style (8th edition)

  • Ott, Jenna. "The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities." Master's thesis, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596

    Chicago Manual of Style (17th edition)

osu1574421678377596
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