Abstract
This study was to determine the effectiveness of augmented reality on phoneme and word reading for three first-grade students with developmental delays and autism in a self-contained elementary school classroom. Effectiveness of the intervention was evaluated with a multiple probe across word sets research design. An augmented reality iPad app was used to overlay video models for the process of reading decoding over a printed sheet for each word. The printed sheet contained triggers for separate videos showing reading of each individual phoneme, blending all phonemes together slowly, reading the word aloud, and defining the word. All participants increased their ability to read phonemes and words. Our findings have implications for teachers who want to use interactive technology to teach reading skills to young students with autism and developmental delay.
Published Version
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