The Effects of Teach Your Child to Read in 100 Easy Lessons on the Acquisition and Generalization of Reading Skills with a Primary Student with ADHD/PI

Abstract

ABSTRACT The purpose of this study is to evaluate the effects of Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983), on the acquisition and maintenance of reading skills by a six-year-old female with Attention-Deficit Hyperactivity Disorder, Cognitive Disorder, and Mixed Receptive Language Disorder. The skills evaluated for this study were reading phonetically regular words specifically taught in the text, and similar words not taught in the text (probe words). The outcomes indicate that Direct Instruction is effective in improving correct frequency for both trained as well as probe (non target) words. The benefits of employing Teach Your Child to Read in 100 Easy Lessons were provided. Finally, the authors discuss the importance of generalization to probe words.