Abstract
This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a multiple-probe design across three target phonemes and replicated with three young children. Results indicated all children not only improved their performance on their target phonemes but also learned some of their peers’ target phonemes through observational learning. Implications for using tablet computers in a small-group arrangement are discussed.
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