Comparison of the Effects of Spanish and English Constant Time Delay Instruction on Sight Word Reading by Hispanic Learners with Mental Retardation

Abstract

This study investigated the effectiveness and efficiency of a 4-second time delay instructional package and language of instruction with regard to the percentage correct of English sight words and incidental information by 4 Puerto Rican middle school students with mental retardation. A multiple probe across students with a parallel treatments design that compared Spanish and English constant time delay intervention conditions was employed to teach sight words from local grocery and department stores. Incidental information was provided contingent on correct responding during intervention. Results indicated that both Spanish and English time delay conditions were equally effective and efficient when compared with a no-treatment condition in promoting English sight word reading for 3 of the 4 participants, whereas Spanish time delay was seen to be more effective and efficient than English time delay and no-treatment conditions for the other participant. All 4 participants generalized word reading from the classroom to the natural setting (i.e., stores in the community) and learned most of the incidental information. Implications for practice and directions for future research with respect to language of instruction are discussed.